Although entrance test criteria seem decisive for accessing higher music education programmes, and problems and challenges with the assessment process are reported, the area is largely unexplored. This article concerns how entrance auditions, specifically primary instrument auditions for Swedish specialist music teacher programmes, are examined…

In this study we investigated the visions of 12 music teacher educators who teach pedagogical courses called instrumental pedagogy and classroom music pedagogy in three music academies in Finland, Norway and Sweden. The data were collected through individual, semi-structured qualitative interviews. Drawing on Hammerness' concept of "teachers'…

The purpose of this study was to explore why highly trained musicians choose to teach in higher education. An international population from nine countries of music instrument teachers was sampled via online survey, to determine their reasons for teaching in higher education. Motivational constructs from the expectancy-value framework were used,…

In this study, one-to-one tuition in higher music education (HME) was theorised as a culturally and historically grounded activity system consisting of relationships between musicians, instruments, music-making traditions and audiences. The "skills paradox", as seen in the inherent conflict between musicians' need for long-term artistic…