scholarly journals Preservice Music Teacher Occupational Identity Development in an Early Field Experience

2020 ◽  
Vol 30 (1) ◽  
pp. 39-52
Author(s):  
Olivia Gail Tucker
Keyword(s):  
Preservice Teachers ◽  
Identity Development ◽  
Teacher Educators ◽  
Field Experience ◽  
Music Teachers ◽  
Teaching Experience ◽  
Music Teacher ◽  
Occupational Identity ◽  
Early Field Experience ◽  
Student Interactions

Occupational identity development is an important, complex component of music teacher education. Preservice teachers may experience dissonance between and/or integration of their musician and teacher identities, and scholars have found early field experiences to be important in undergraduates’ transitions into the teacher role. The purpose of this instrumental case study was to examine the occupational socialization and identity development of preservice music teachers in an early field teaching experience with a focus on preservice teacher and P–12 student interactions. I conducted observations, interviews, and a demographic survey during a semester-long early field experience. Findings centered around (a) the dynamic nature of preservice teachers’ identities; (b) the importance of peers, music teacher educators, and students to preservice participants as they engaged in the process of becoming music teachers, and (c) the momentary embodiment of music teacher and student roles. I connect these findings to prior research and suggest implications.

Exploring Access, Intersectionality, and Privilege in Undergraduate Music Education Courses

2019 ◽  
Vol 29 (2) ◽  
pp. 22-37
Author(s):  
Samuel Escalante
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Education Students ◽  
Teachers Beliefs ◽  
Basic Qualitative Study ◽  
Education Courses

Music teacher educators often work to prepare preservice music teachers to be socially conscious and adopt dispositions toward teaching in socially just ways. Preservice teachers’ beliefs, attitudes, and dispositions toward social justice issues may not be sufficiently challenged, however, unless coursework is appropriately conceived. I designed a three-part workshop to introduce and explore the concepts of access, intersectionality, and privilege, and then conducted a basic qualitative study to examine undergraduate music education students’ understandings of and attitudes toward sensitive social justice issues, as well as their experiences with the workshop. I found that exploring sociological concepts related to social justice through interactive activities and allowing students safe methods for expressing themselves, such as journaling, may facilitate the adoption of positive dispositions among preservice teachers toward toward social justice issues.

Field Experience

2019 ◽  
pp. 481-508
Author(s):  
Sean Robert Powell
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teaching ◽  
Field Experience ◽  
Clinical Teaching ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
Early Field Experience ◽  
Departments Of Education ◽  
Potential Benefits

This chapter presents an overview of preservice field experiences in music teacher education. Field experience, also termed fieldwork, early field experience, clinical practice, clinical teaching, extern teaching, or practicum, refers to teaching and/or observation experiences undertaken by preservice teachers within P-12 classrooms or other off-campus settings as part of curricula leading to teacher certification prior to the student teaching semester. Field experience is a common curricular requirement or standard among university teacher education programs, state departments of education, and higher education accrediting agencies. The chapter examines current practices and addresses potential benefits and problems associated with various field experience arrangements. Finally, it explores innovative approaches to field experience, poses questions for consideration, and suggests implications for practice and research.

Music Teacher Identity Development

2019 ◽  
pp. 267-293
Author(s):  
Kristen Pellegrino
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Theoretical Frameworks ◽  
Music Teacher Identity ◽  
Music Research

This chapter begins with a philosophical and research-based justification for facilitating teacher identity development in teacher education and music teacher education and then reviews related music teacher identity literature. After offering an overview of methods and theoretical frameworks associated with examining music teacher identity in research, the chapter highlights music research in four ways. First, it explores music identity research using symbolic interactionism theoretical frameworks, then using sociocultural/cultural-historical theoretical frameworks. Next, it presents some music identity research that focused on issues surrounding diversity, and lastly, it describes collaborations with members of the Society of Music Teacher Educators’ music teacher identity development Area of Strategic Planning and Action. Interspersed throughout the chapter are examples of activities and questions one might use with preservice music teachers. Finally, the chapter ends with a summary, suggestions for further research, and conclusions.

Gender and Sexual Diversity in Music Teacher Education

2019 ◽  
pp. 574-601
Author(s):  
Erin M. Hansen ◽  
Colleen A. Q. Sears
Keyword(s):  
Preservice Teachers ◽  
Sexual Orientation ◽  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Diversity Education ◽  
Music Teacher Education ◽  
Sexual Diversity ◽  
Music Classrooms

In music education, issues related to gender and sexual orientation are numerous and complex, and they have significant implications for EC-12 students, teachers, and curricula. By making preservice teachers aware of common issues related to gender and sexual orientation in music education, and equipping them with strategies to help navigate unexpected and teachable moments, preservice music teachers may better facilitate discussions about gender and sexual orientation in a way that will yield equitable, safe, democratic, and open music classrooms. This chapter will (a) provide music teacher educators with an overview of the current political and social climate for LGBTQ students and teachers, (b) present rationale for the inclusion of gender and sexual diversity education within music education, (c) illustrate different approaches to incorporating this topic into the curriculum, (d) identify common concerns of preservice music students regarding gender identity and sexual orientation, and (e) provide resources for further study.

Developing Music Education Policy Wonks: Preservice Music Education and Policy

2019 ◽  
Vol 29 (2) ◽  
pp. 78-88
Author(s):  
Carla E. Aguilar ◽  
Christopher K. Dye
Keyword(s):  
Preservice Teachers ◽  
Music Education ◽  
Professional Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Education Student ◽  
Pedagogical Expertise ◽  
Private Lives ◽  
Music Education Policy

The typical undergraduate music education student is focused on developing their musicianship and leadership abilities, professional education competencies, and specific pedagogical expertise. While these are desirable outcomes of a music education degree, music teachers must learn how to effectively interact with a range of policies that will influence how they navigate their professional and private lives. The purpose of this article is to outline and explore mechanisms to engage preservice teachers with educational policies and policy-related practices. We discuss resources for learning about federal and state policies related to education and music education and strategies for interfacing with policymakers. We suggest models that integrate policy topics into existing coursework and new curricular structures that may facilitate the development of “scholar-musicians.” Implications of music teacher educators bringing their role as politically active citizens into the classroom and adding political knowledge to the expectations placed on new teachers are considered.

Values, Agency, and Identity in a Music Teacher Education Program

2021 ◽  
pp. 105708372110305
Author(s):  
Olivia Gail Tucker ◽  
Sean Robert Powell
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Identity Development ◽  
Music Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Music Teacher ◽  
Future Research ◽  
Music Teacher Education ◽  
Agency And Identity

Many view music teacher education as a locus for socially just transformation of music education through the development of preservice teacher agency and identity development. However, few have directly examined values in music teacher preparation programs, and values are implicit in agency. The purpose of this exploratory, intrinsic case study was to investigate the visible values in music education courses at one institution to add a new dimension to research and practice. We collected data from four instructor and five undergraduate participants through observations, interviews, and syllabus review. Themes of critical thinking, agency, student centeredness, positive teacher-student relationships, and skills and knowledge for teaching emerged from the data. Findings indicate that values may be relative in practice despite shared language among preservice teachers and music teacher educators. We provide guiding questions for program review and future research through the lens of values.

The roller coaster ride: Our music teacher educator identity development

2018 ◽  
Vol 41 (2) ◽  
pp. 154-170 ◽  
Author(s):  
Julie Derges Kastner ◽  
Jill Reese ◽  
Kristen Pellegrino ◽  
Heather A. Russell
Keyword(s):  
Identity Development ◽  
Teacher Educators ◽  
Music Teachers ◽  
Teacher Educator ◽  
Early Career ◽  
Music Teacher ◽  
Roller Coaster ◽  
Linear Representations ◽  
Self Study ◽  
K 12

In transitioning from the K–12 classroom to higher education, teacher educators often experience tensions and challenges, which may be due to a misalignment between their situational and substantial selves. While many researchers have explored identity transitions of teacher educators, more research is needed to understand this experience with music teacher educators. Using self-study, we explored our identities as four music teacher educators, plus one additional participant, in transitioning from being music teachers to early-career music teacher educators. Data included interviews and personal journals, and we developed restoried narratives, non-linear representations, and cartoons during data analysis. These revealed three themes: misalignment, adaptation and acceptance, and roller coaster of growth. Misalignment describes the disconnect we experienced between our substantial and situational selves as a result of three factors: balance, autonomy, and identity. Adaptation and acceptance describes the strategies we developed to respond to the factors leading to our misalignment and accept our developing identities as music teacher educators. Roller coaster of growth describes the indirect nature of the process we experienced as we shifted between misalignment and acceptance. Based on these findings, we suggest further research in the identities of teacher educators throughout their careers and recommend strategies for professional development and support.

Developing Effective Dispositions for Teaching Music

2019 ◽  
pp. 321-344
Author(s):  
Michael Raiber
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Systematic Approach ◽  
Music Teachers ◽  
Developmental Stages ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Teacher Concerns ◽  
Teaching Music ◽  
The Impact

The impact of teacher dispositions on the professional development of preservice music teachers (PMTs) has been substantiated. This chapter describes an approach to dispositional development within the structure of an introduction to music education course. A teacher concerns model is used to organize this systematic approach through three developmental stages that include self-concerns, teaching task concerns, and student learning concerns. A series of 11 critical questions are presented for use in guiding PMTs’ dispositional development through these developmental stages. Activities to engage PMTs in the exploration of each of these questions are detailed for use by music teacher educators desiring to engage PMTs in dispositional development.

Pushing the Boundaries from the Inside

2019 ◽  
pp. 1-22
Author(s):  
Colleen Conway ◽  
Shannan Hibbard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Best Practice ◽  
Teacher Educators ◽  
Music Teacher ◽  
Adaptive Expertise ◽  
Music Teacher Education ◽  
Classroom Relationships ◽  
School Based

This chapter situates the study of music teacher education within the larger body of music education and teacher education research. It problematizes the terms teacher training, teacher education, and best practice and introduces the concept of teaching as an “impossible profession.” Goals of teacher education, including reflective practice and adaptive expertise, are discussed. The chapter outlines the challenges that music teacher educators face as they try to prepare preservice teachers for the realities of P-12 school-based music education while instilling in these new colleagues a disposition toward change. It concludes with narratives that examine teachers’ descriptions of classroom relationships throughout the lens of presence in teaching as a way to remind teacher educators of the importance of their work to push the boundaries of music teacher education in order to serve the profession at large.

scholarly journals “I Do Belong Here”: Identity Perceptions of Postgraduate Music Education Majors

2019 ◽  
Vol 29 (1) ◽  
pp. 56-70
Author(s):  
Crystal Sieger
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Music Teacher ◽  
Music Teacher Identity ◽  
Group Interviews ◽  
Axial Coding ◽  
Music Education Majors

Students choosing to enter the music teaching profession after having already obtained undergraduate degrees in other music fields may experience unique forms of socialization and teacher identity development. Participants were four students enrolled in a 3-year master’s program with a music teacher licensure component. Through individual and focus group interviews, participants shared their perspectives on program experiences, course elements, and interactions with peers and professors as important influences on their developing music teacher identity. I examined the data for emerging patterns and applied open and axial coding to the most prominent responses, resulting in themes centered on participants’ socialization experiences, desire for independence, need for self-justification, and “outsider” status among peers. To combat lack of peer recognition or support, participants developed strong, collaborative relations with each other. Implications for music teacher educators are considered.

Sign in / Sign up

Export Citation Format

Share Document