[[alternative]]Teachers’ Beliefs of Teaching Ear Training and Sight Singing in the Taiwanes Junior High School-Music Talent Program

[[abstract]]Teachers’ Beliefs of Teaching Ear Training and Sight Singing in the Taiwanese Junior High School - Music Talent Program This research selected seven junior-high-school teachers of ear- training in the music talent program as the research resources. The qualitative methodology was adopted to investigate ear-training teachers’ beliefs, including education goals, curriculum, teaching methods, evaluation in teaching, views on students, and the role of teacher, as well as the factors influencing teachers’ beliefs. The research was mainly based on depth interviews, with an addition of observation in class and references, which were generalized and analyzed and were verified by the triangulation method. The results were summarized as follows: A. Each of seven teachers involved in this research showed to have their individual beliefs. However, they still had common beliefs. A-1) In education goals were: 1) to teach students the fundamental; 2) to inspire the musical affections in students; 3) to impart the skills for preparing the entrance examination of high schools; A-2) In curriculum were: 1) to include the training for rhythm, dictation and sight singing; 2) to present progressively; 3) to apply the music literature to teaching. A-3) In teaching methods were: 1) to arouse students’ learning interest; 2) to guide students for independent learning and emphasize the importance of repeat practicing; 3) to divide the students into the groups according to their levels for teaching; 4) to teach the students according to their individual talent; A-4) In evaluation for teaching were: 1) to adjust the teaching methods; 2) to understand student’s individual difference; 3) to stimulate students for learning from their evaluation. A-5) In views on students were that: 1) they had good learning ability; 2) they learned with a passive attitude and strong self-consciousness; 3) to expect students to learn with an active attitude. A-6) In the role of teacher were: 1) to possess not only the knowledge of music theory, history, and pedagogy but also good keyboard skills; 2) to keep the learning in mind; 3) to be keen on teaching and adjust their teaching method frequently. B. Teachers with distinct education background and teaching experience may have different thoughts and methods in teaching; however, all of them had the common teaching beliefs. The elements influencing teachers’ beliefs were: 1) the accumulation of the teaching experience; 2) their professional education background; 3) education environment, for example, their students and the system of entrance tests. According to this research, several suggestions were proposed for teachers to conduct research in teaching of ear-training and to establish their teaching beliefs, and for the education agencies to make policies and plans of special music talent program.