Preservice Music Teacher Identity Construction Through Metaphor

2020 ◽  
pp. 105708372098227
Author(s):  
Cynthia L. Wagoner
Keyword(s):  
Preservice Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Instrumental Music ◽  
Methods Course ◽  
Learning Context ◽  
Context Learning ◽  
Instrumental Methods ◽  
The Impact ◽  
Authentic Context

I investigated how preservice instrumental music teachers understand and describe their teacher identity through the use of metaphor in a one-semester instrumental methods course emphasizing authentic context learning. Twenty-five third-year instrumental methods course music education students created a personal metaphor to explore their professional identity construction. Preservice teacher metaphors were revisited throughout the semester, while students participated in an authentic context learning experience in an urban instrumental music classroom. Data sources included student artifacts, informal interviews, and observation/field notes. The impact of teaching within an authentic learning context appears to enrich the ways in which preservice teachers are able to articulate details of their metaphor descriptions. Through their reflections across the semester, preservice teachers demonstrated how personal metaphors were used to restructure their understandings of teacher identity and capture some of the complexities of becoming teachers.

Verbal Instruction in Instrumental Rehearsals: A Comparison of Three Career Levels and Preservice Teachers

1997 ◽  
Vol 45 (1) ◽  
pp. 21-40 ◽  
Author(s):  
Thomas W. Goolsby
Keyword(s):  
Experimental Study ◽  
Preservice Teachers ◽  
Student Teachers ◽  
Methods Course ◽  
Sequential Patterns ◽  
Verbal Instruction ◽  
Frequency Distributions ◽  
Performance Variables ◽  
Expert Novice ◽  
Instrumental Methods

Part 1 of this study was an investigation of the verbal instruction used during 60 rehearsals by expert, novice, and student teachers. Frequency distributions were established for 15 performance variables and 10 rehearsal variables and comments as well as for the number of complete sequential patterns of instruction. Part 2 was a pre-experimental study to determine changes in instruction evidenced by preservice teachers (22 rehearsals) exposed to guided observation as part of an instrumental methods course. Evidence suggests that all three groups of teachers address rhythm/tempo the most frequently. Expert teachers devoted more time to overall ensemble sound (including more demonstrations, instruction/explanations on intonation, and guided listening); of their rehearsal segments, 23% were complete sequential patterns. Novice teachers spent the most time tuning individual notes, whereas student teachers spent the most time correcting wrong notes. Gains for the undergraduates included less emphasis on wrong notes and greater emphasis on rhythm/tempo and style. The percentage of complete sequential patterns of instruction used by undergraduates nearly tripled with minimal training.

A Grounded Theory of Preservice Music Educators’ Lesson Planning Processes Within Field Experience Methods Courses

2017 ◽  
Vol 65 (3) ◽  
pp. 287-308 ◽  
Author(s):  
Elizabeth Cassidy Parker ◽  
Vanessa L. Bond ◽  
Sean R. Powell
Keyword(s):  
Preservice Teachers ◽  
Grounded Theory ◽  
Music Education ◽  
Instrumental Music ◽  
Field Experience ◽  
Lesson Planning ◽  
Music Educators ◽  
Written Responses ◽  
Instrumental Music Education ◽  
Context Learning

The purpose of this grounded theory study was to understand the process of field experience lesson planning for preservice music educators enrolled in choral, general, and instrumental music education courses within three university contexts. Data sources included multiple interviews, written responses, and field texts from 42 participants. Four waves of data collection and analysis revealed a five-step process beginning with “learning the tasks of teaching” and “experiencing an authentic teaching context.” Participants articulated the central phenomenon as “embracing teaching as an interaction,” which led to “teaching more effectively” and “learning about teaching with my style.” The findings reflect that participants developed a situated understanding of how thoughtful preparation is connected to effective teaching. An implication for this study is that preservice teachers should be consistently immersed in authentic context learning environments during undergraduate education.

Authentic-Context Learning Activities in Instrumental Music Teacher Education

2001 ◽  
Vol 49 (2) ◽  
pp. 136-145 ◽  
Author(s):  
Stephen J. Paul ◽  
David J. Teachout ◽  
Jill M. Sullivan ◽  
Steven N. Kelly ◽  
William I. Bauer ◽  
...  
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Instrumental Music ◽  
Teaching Effectiveness ◽  
Music Teacher ◽  
Music Student ◽  
Context Learning ◽  
Low Levels ◽  
High Level ◽  
Authentic Context

The purpose of this study was to examine the relationship between the frequency of particular authentic-context learning (ACL) activities during undergraduate instrumental music teacher training and the initial teaching performance (ITP) of undergraduate instrumental music student teachers. Subjects (N = 30) were instrumental music student teachers at four major universities. Four ACL activities, identified from the literature and limited to instrumental music settings, included (a) early field experience teaching episodes, (b) peer-teaching episodes, (c) episodes of subjects watching videotapes of their teaching, and (d) episodes of subjects watching videotapes of their teaching with a coaching instructor. ITP was determined by evaluating teaching episodes, which occurred within the first 3 weeks of student teaching, using the Survey of Teaching Effectiveness (Hamann & Baker, 1996). Significant correlations were found between ITP and three of the four ACL activities. In addition, an overall ACL experience value was calculated and categorized into high, medium, and low levels. Those with a high level of ACL experiences were significantly better teachers than those with medium or low levels of ACL experiences.

Mentorship and Learning Experiences of Preservice Teachers as Community Children’s Chorus Conductors

2019 ◽  
Vol 29 (2) ◽  
pp. 38-52
Author(s):  
Melissa Baughman
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Music Education ◽  
Error Detection ◽  
Music Teachers ◽  
Positive Impact ◽  
Learning Experiences ◽  
Semistructured Interview ◽  
Context Learning ◽  
Authentic Context

A service-learning model may be used to provide preservice music teachers with authentic context learning experiences and a range of pedagogical benefits, but research evidence specific to choral music contexts is limited. The purpose of this study was to investigate two preservice music teachers’ experiences as interns with a community children’s chorus. Through an examination of verbal and written reflections, I sought to understand how interns perceived themselves as music teachers, their ability to implement and recall specific instructional strategies, connections they made between teaching young singers in a community choir context and future field work in public school settings, and mentor influence. Study participants were two junior-level music education majors and two children’s chorus conductors. Data collection methods included questionnaires, interns’ weekly video journals, one semistructured interview with each mentor, and one video-stimulated recall interview with each intern. Both interns assisted in teaching a weekly, 60-minute choral rehearsal for 10 consecutive weeks, and attributed their increased confidence as music teachers to this experience. They also discovered their own deficiencies in error detection and choosing teaching methods on the spot. Mentors had a positive impact on the interns’ overall experience. Implications for music education include the need to engage preservice teachers in all types of authentic context learning experiences, and to further explore the mentor’s role in these experiences.

Turning Into Teachers

2011 ◽  
Vol 59 (4) ◽  
pp. 369-392 ◽  
Author(s):  
Warren Haston ◽  
Joshua A. Russell
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Occupational Identity ◽  
Education Majors ◽  
Context Learning ◽  
Multiple Case ◽  
Music Education Majors ◽  
Student Reflections ◽  
Instrumental Methods ◽  
The Impact

The purpose of this study was to examine the occupational identity development of undergraduate music education majors as they participated in a yearlong authentic context learning (ACL) experience situated within a professional development school (PDS). Five undergraduate music education majors enrolled in either a string pedagogy class or an instrumental methods class were required to teach in the band or string projects at the PDS. The authors utilized a multiple case study method and collected data from interviews, observations, and participant written reflections. The transformation of data included transcribing interviews and indexing student reflections. The authors identified four emergent themes: the development of general pedagogical knowledge, knowledge of self, performer/teacher symbiotic outcomes, and professional perspectives. The impact of the perceived positive or negative ACL experiences as well as interactions with peers was mediated by either adaptive or maladaptive participant responses to ACL experiences. Participants’ descriptions fit the framework of an extended apprenticeship of what the authors labeled a critical apprenticeship of observation. Based on these findings, they developed a conceptual diagram in order to describe the impact of the ACL experiences on teacher occupational identity development.

Becoming Music Teachers in a Supportive String Project Community

2018 ◽  
Vol 28 (3) ◽  
pp. 11-27
Author(s):  
Kristen Pellegrino
Keyword(s):  
Music Education ◽  
Teacher Identity ◽  
Music Teacher ◽  
Descriptive Case Study ◽  
Teacher Identities ◽  
Context Learning ◽  
String Project ◽  
Music Teacher Identity ◽  
Supportive Community ◽  
The Impact

The purpose of this descriptive case study was to examine two music education students’ experiences as String Project teachers (SPTs). Research questions were as follows: What connections were made between coursework and the authentic-context learning (ACL) experience? and What was the impact of ACL experiences on music teacher identity? Data were an open-ended questionnaire, journal entries, observations, videotaped teaching segments, and two semistructured interviews. These SPTs used terms and concepts explored in coursework in their goal-setting for themselves and their students, and also referenced concepts while reflecting on their teaching. The SPTs developed their music teacher identities as they learned in a supportive community, and they made connections between personal, musician, and teacher identities. Through ACL experience situated within a supportive String Project community, ideas initially explored during coursework became internalized as part of the SPTs’ thinking, practices, philosophies, and identities.

scholarly journals Sustainability as a Goal in Teaching Workforce Retention: Exploring the Role of Teacher Identity Construction in Preservice Teachers’ Job Motivation

2021 ◽  
Vol 13 (5) ◽  
pp. 2698
Author(s):  
Di Wang ◽  
Lawrence Jun Zhang
Keyword(s):  
Preservice Teachers ◽  
Professional Identity ◽  
Student Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Chinese Language ◽  
Language Education ◽  
Extrinsic Factors ◽  
Job Motivation

With the rapid increase in the number of students learning Chinese as a second or foreign language (CSL/CFL), there is a great demand for Chinese language teachers. Although many teacher preparation programmes have been established, only a few graduates from these programmes enter the profession of Chinese language teaching. This has caused instability of the teaching team and has threatened the sustainability of Chinese language education. To explore the reasons why graduates leave this area and the role of professional identity construction in preservice Chinese teachers’ job motivation, this longitudinal qualitative study investigates the job motivation of three student-teachers as a goal of sustainability in teaching force retention. This study was conducted during the participating teachers’ teaching practicum as part of a master’s degree programme in China. By interviewing the three participants and analysing their self-reflective journals, we found that their job motivations changed considerably during the course of their training. Indeed, their professional identity construction did not determine their career choice. Extrinsic factors, such as income and permanent residence, seemed to significantly affect their motivation of entering the profession. Such findings are important, as they help us gain a better understanding of why preservice CSL/CFL teachers choose other careers upon completing teacher education. These results are especially pertinent to those working in Chinese contexts.

scholarly journals Preparing Teachers to Notice Race in Classrooms: Contextualizing the Competencies of Preservice Teachers With Antiracist Inclinations

2020 ◽  
Vol 71 (5) ◽  
pp. 584-599 ◽  
Author(s):  
Niral Shah ◽  
Justin A. Coles
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teaching ◽  
Teaching And Learning ◽  
Methods Course ◽  
Comparative Case Study ◽  
Mathematics Methods ◽  
Race And Racism ◽  
The Impact

Race-focused teacher education has centered on changing preservice teachers’ racial beliefs and attitudes. In this article, we build on this work by exploring how preservice teachers identify and address issues of race and racism in the everyday work of teaching and learning. To conceptualize these processes, we propose the theoretical framework of “racial noticing,” which extends the literature on teacher noticing to the consideration of racial phenomena. Using a comparative case study design, this study focuses on three elementary preservice teachers (two identifying as White, one identifying as Black) with antiracist inclinations. Findings show that they demonstrated generally strong competencies with racial noticing during a mathematics methods course, but that contextual factors influenced shifts in racial noticing during student teaching. We argue that race-focused teacher education centered on noticing the impact of race and racism in learning settings can make the practice of antiracist teaching more tractable for preservice teachers.

scholarly journals Preservice Literacy Teachers “Bringing Hope Back” Through Practice-Based Research

2020 ◽  
Vol 69 (1) ◽  
pp. 230-247
Author(s):  
Catherine Lammert
Keyword(s):  
Preservice Teachers ◽  
Identity Development ◽  
Methods Course ◽  
Literacy Curriculum ◽  
Research Experiences ◽  
Descriptive Case Study ◽  
Reading Methods ◽  
Literacy Teaching ◽  
Practice Based Research ◽  
The Impact

This descriptive case study explored literacy preservice teachers’ (PTs) learning for the use of practice-based research and the impact of research experiences on their literacy teaching. This project spanned two courses and two contexts: a learning and development course focused on PTs’ stance as inquirers, activists, and practice-based researchers, with work in a field placement classroom, and a reading methods course, focused on literacy teaching through inquiry and activism, with a mediated literacy mentoring experience. The researcher employed framings of communities of practice and transformative activism in analyzing PTs’ identity development as researchers, identifying resources and design features that supported PTs’ learning, and understanding connections between PTs’ stances as inquirers and use of inquiry as literacy curriculum. Findings indicate the ongoing identity development PTs experienced as they used practice-based research to envision and enact transformative possibilities in literacy teaching.

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