This master’s thesis examines the teacher’s role in developing independent saxophone practice skills across three levels of music education: music school, secondary school of the arts, and the academy of music. Independent practice is one of the key prerequisites for long-term musical progress; however, its development often remains implicit and is not systematically supported within educational programmes. The aim of the thesis was to explore how teachers understand their role in fostering independent practice, which strategies they recommend, how they evaluate the effectiveness of practice, and which aspects of self-directed learning they particularly promote, with the intention of formulating practical recommendations for saxophone teachers. A qualitative methodology was used. Three semi-structured interviews were conducted with saxophone teachers working at different levels of education. We posed four research questions and carried out a content analysis of the responses. Our findings indicate that independent practice does not emerge spontaneously but rather requires intentional pedagogical support. Teachers perceive their role as gradually shifting: from knowledge transmission and modelling at the lower level, through structured mentorship at the secondary level, to a reflective and advisory role at the academy. In all cases, the responsibility for the practice process gradually shifts from the teacher to the student. Pedagogical approaches adapt to the student’s educational level and developmental maturity, while the teacher’s role evolves from directive to supportive. A common thread across all three approaches is the gradual transition from external to internal regulation of learning. The thesis helps address a gap in didactic guidelines for saxophone teachers. Based on our findings, we formulated recommendations for improving vertical alignment across educational levels and for integrating independent practice into curricula. In doing so, we contributed to filling the gap in teaching guidelines for independent saxophone practice and to a better understanding of the teacher’s role within formal music education.
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