This paper reports on first-year conservatoire students' reflections on their oneto-one performance learning through a reflective journal. One-to-one lessons have been a central part of the education of performing musicians, although their place in the 21 st century conservatoire is not beyond challenge. Recent research has indicated that this model has potential for students to rely heavily on their teachers for feedback and that more reflective and autonomous learning might benefit their progress. Students' journal responses revealed three main themes: the development of student autonomy; a sense of shared responsibility and collaboration; and increased clarity and confidence in the direction of their learning. The findings suggest that the journaling process can prompt an increased level of reflection and lead to more collaborative and autonomous learning in the one-to-one studio context.

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Enhancing learning and teaching in the tertiary music studio through reflection and collaboration This paper reports on a multi-institutional project using reflection and collaboration to enable one-to-one music teachers to improve their professional skills and foster deep learning in music students. The benefits of reflection and collaboration in student learning and teacher development are reported on in depth within higher education. Less researched is their relevance to the one-toone tertiary music context. This project comprised several initiatives around professional development activities for teachers and reflective exercises for students. The outcomes indicate the potential for the transformative approaches of reflection and collaboration to improve student learning outcomes in one-toone tertiary music settings. This would appear to be dependent on two factors: students receiving support and guidance to reflect in such a way that enhances their learning outcomes; and teachers receiving support and guidance on how to foster students' reflective capabilities. One recommendation from the study is that greater professional development opportunities in these areas are made available to one-to-one music teachers.

There is substantial evidence in the literature to support the claim that teachers’ values and beliefs have a powerful effect on their teaching practice, and that these shape students’ experiences of music learning. However, little attention has been paid to the forces by which these values and beliefs are shaped, and, more importantly, how more positive teacher dispositions may be cultivated and developed through teacher education. Drawing on methodological devices of narrative inquiry, and Bourdieu’s concept of habitus as an interpretive tool, this article describes a case study of one music teacher’s values and beliefs and how these were shaped by personal experiences, and social and institutional forces. Specifically, the paper considers the ways in which this teacher’s values and beliefs were reshaped over the course of the research process.