Introduction, Elizabeth Haddon (University of York, UK)
Part I: Philosophies and Personas
1. 'Unseen Influences': The Effects of Philosophy and Biases on Approaches to Instrumental Teaching, Naomi Norton, Richard Powell, James Poole, Federico Pendenza and Sara Norouzi Iranzad (University of York, UK)
2. Considering the Effects of the Instrumental Music Teachers' Personality and Persona on the Student-Teacher relationship, Marianna Cortesi, Nasim Ansari, Rosemary Lynch, Richard Powell and Jennifer Cohen (University of York, UK)
3. Teacher-Performer? Performer-Teacher? How Musical Identity Shapes Teaching and Learning in and Beyond the Lesson, Caroline Owen and Edwina Smith (University of York, UK)
Part II: Contexts, Roles and Relationships
4. Avenues for pedagogical training in music education in China and the UK: Aims, availability and implications, Anca Eskandar and Xinpei Zheng (University of York, UK)
5. Cultivating Collaborative Relationships and Positive Working Environments between Instrumental Tutors and School Staff, Rosemary Lynch, and Pete Dale (University of York, UK)
6. A Shared Approach? Peripatetic and Classroom Teachers' Perspectives on Pedagogy and Professional Relationships, Hannah Ellis, James Poole, Caroline Owen, Pete Dale (University of York, UK)
7. Developing Instrumental Teaching Cross-Culturally: International Preservice Teachers' Pedagogical Understanding with Consideration of Cultural Intelligence, Xinpei Zheng and Hang Li (University of York, UK)
8. Navigating Apprenticeship to Mentorship across Cultures: Adaptive Insights from Chinese Masters Students Working as Instrumental/vocal Teachers in China and the UK, Xin Liu and Elizabeth Haddon (University of York, UK)
9. Understanding Subject-Specific Language Challenges for Music Learners with English as an Additional Language (EAL): What Are The Impacts and How Can Teachers Provide Support?, Hang Li and Xinpei Zheng (University of York, UK)
Part III: Skills-building
10. Improvisation: Developing Skills and Confidence as Teachers and Learners, Alexis Cairns, Nina Kümin, and Helen Madden (University of York, UK)
11. Music Theory and Practice, in Practice, Owen Burton, Anca Eskandar (University of York, UK)
12. Embodiment in Music Learning and Teaching, Jennifer Cohen, Caroline Owen, Edwina Smith, Xin Liu and Rosemary Lynch (University of York, UK)
13. Hurdles not Brick Walls: Supporting Students to overcome Physical and Mental Barriers to Instrumental Practice, Rosemary Lynch, Marianna Cortesi, Jennifer Cohen and Sara Norouzi Iranzad (University of York, UK)
Part IV: Inclusivity, Support and Resources
14. Specific Learning Needs, Disability and D/deafness in Music Education: An Exploration of Inclusive and Accessible Approaches, Bella Powell, Rosie Lynch, Kristl Kirk, Jennifer Cohen and Pete Dale (University of York, UK)
15. Working with Transfer Students: Instrumental and Vocal Teachers' Experiences of 'Bridging the Gap', Edwina Smith, Polly Sharpe and Elizabeth Haddon (University of York, UK)
16. Examining a Tradition: Teachers' Views on the Content, Accessibility and Use of Graded Performance Examinations, Caroline Owen, Rosemary Lynch, Kristl Kirk and Helen Madden (University of York, UK)
17. The Language of Tuition Books, Richard Powell, Elizabeth Haddon, Federico Pendenza, Sara Norouzi Iranzad and Polly Sharpe (University of York, UK)
18. Teachers as Creators of Educational Material for Music Learners, Federico Pendenza, Elizabeth Haddon, Helen Madden and Marianna Cortesi (University of York, UK)
19. Resilience, Autonomy and Wellbeing in Instrumental Teaching and Learning, Penny Talbot, Edwina Smith, Rosie Lynch, Jennifer Cohen and Bella Powell (University of York, UK)
Index