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Abstract
The purpose of this study was to explore the career development process of three experienced string instrument teachers and how they understood their career development. The following questions guided this interpretative phenomenological case study: (a) How do the string teachers in this study learn to teach? (b) What sort of phases are involved in their career development process? and (c) What are the main features of each phase? The findings of this research indicated that the string teacher career development process involves the following phases: tertiary student, beginning teacher, independent learner-teacher and experienced teacher. Furthermore, the findings revealed that string teachers learn to teach through performance training, string pedagogy courses, teaching courses, teaching experience, Suzuki courses, professional development programmes, help from experienced teachers, discussion with colleagues, observation and resources such as DVDs and websites.
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