scholarly journals A lifelong perspective for growing music teacher identity

2020 ◽  
pp. 1321103X1987508
Author(s):  
Siew Ling Chua ◽  
Graham F Welch
Keyword(s):  
Identity Development ◽  
Transformative Learning ◽  
Social Relations ◽  
Teacher Identity ◽  
Music Teachers ◽  
Music Teacher ◽  
Service Development ◽  
The Social ◽  
Literature Reviews ◽  
Music Teacher Identity

The article discusses a lifelong perspective for growing music teacher identity, particularly related to the in-service development of music teachers. It presents a theoretical framework which is developed from literature reviews on teacher identity development and construction and from case studies of the transformative learning journeys of serving music teachers in Singapore. Seven themes – personal self, activist identity, music, teaching, students, social relations, and the ecology of the social world – are found to interact and contribute to the transformative learning of music teachers.

(RE)CONSTRUCTION OF STUDENT MUSIC TEACHER IDENTITY

2018 ◽  
Vol 1 ◽  
pp. 306-316
Author(s):  
Jolanta Lasauskiene
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Professional Identity ◽  
Teacher Identity ◽  
Professional Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Professional Activity ◽  
Music Teacher Education ◽  
Music Teacher Identity

The professional identity of music teacher represents the essence of this profession. Improving the programmes of music teacher education and deciding how to (re)construct the professional identity of prospective music teachers, it is important to discuss what contextual factors can have an impact on the development of music teacher identity and what possibilities of its (self-) development are available at university. A better understanding of the role-identity of teachers at various stages of their careers could enhance the conceptions of study programmes in music teacher education. The article analyses and discusses the conception of music teacher identities, substantiates its peculiarities during pre-service training, points out the most important characteristics for the successful professional activity of the music teacher. The research presented in the article focuses on professional identity development of 30 university music students (15 Lithuanian and 15 foreign) at Lithuanian University of Educational Sciences (Music Education). The method of focus group interview was used in this study.The research results show that the student music teachers have developed a distinctive attitude towards the professional education in universities and their own expectations. Suggestions for practice and further research are also provided.

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.

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.

Teaching Ambition Realized: Paul’s Beginning Music Teacher Identity

2019 ◽  
Vol 29 (1) ◽  
pp. 41-55
Author(s):  
Tami J. Draves
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Student Teachers ◽  
Professional Learning ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Music Teacher ◽  
School Senior ◽  
Music Teacher Identity ◽  
Beliefs About Teaching

The purpose of this particularistic case study was to explore Paul’s teacher identity in his first year as a music educator. I chose Paul purposively because, while a high school senior, he had participated in previous research about teacher socialization. Using Olsen’s sociocultural view of teacher identity as a lens, I examined Paul’s teacher identity including personal beliefs about teaching, how those interacted with professional learning and teacher education experiences, and how Paul made sense of himself as a teacher. Through data analysis I revealed three themes: Becoming Student Focused, Learning to Be Myself as a Teacher, and Taking Ownership. I recommend making preservice and cooperating music teachers more aware of teacher identity models and suggest activities to promote teacher identity development in music teacher education programs. Music teacher educators would benefit from having more teacher identity scholarship focused on music student teachers and beginning music educators.

scholarly journals “Where the Social Stigma Has Been Overcome”: The Politics of Professional Legitimation in Nepali Music Education

2021 ◽  
pp. 119-132
Author(s):  
Danielle Shannon Treacy ◽  
Sapna Thapa ◽  
Suyash Kumar Neupane
Keyword(s):  
New York ◽  
Music Education ◽  
Appreciative Inquiry ◽  
Music Teachers ◽  
Social Stigma ◽  
Professional Responsibility ◽  
Music Teacher ◽  
New Horizons ◽  
The Social ◽  
Collective Imagination

AbstractThis chapter explores the actions musician-teachers in the extremely diverse and complex context of the Kathmandu Valley imagine that might hold potential for contesting and altering processes of marginalisation and stigmatisation in Nepali society. The empirical material was generated in 16 workshops involving 53 musician-teachers and guided by the Appreciative Inquiry 4D model (e.g. Cooperrider et al. Appreciative inquiry handbook: for leaders of change. Crown Custom, Brunswick, 2005). Drawing upon the work of Arjun Appadurai, we analysed the ways in which engaging the collective imagination (1996) and fostering the capacity to aspire (2004) can support musician-teachers in finding resources for changing their terms of recognition. We identified five actions that musicians and musician-teachers take to legitimise their position in Nepali society: (1) challenging stigmatised identities, (2) engaging foreignness, (3) advocating academisation, (4) countering groupism, and (5) promoting professionalisation. We argue that these actions suggest the need for music teachers to be able to ethically and agentively navigate both the dynamic nature of culture and questions of legitimate knowledge, which may be fostered through an emphasis on professional responsibility (Solbrekke and Sugrue. Professional responsibility: new horizons of praxis. Routledge, New York, 2011) in music teacher education.

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.

The Social and Emotional Issues of Teacher's Professional Identity Development

2021 ◽  
pp. 101-118
Author(s):  
Michelle A. Arroyo
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Teacher Identity ◽  
Well Being ◽  
Professional Identity Development ◽  
Social And Emotional ◽  
The Social ◽  
Emotional Wellness ◽  
Teacher Professional Identity ◽  
Teacher Professional

Teacher professional identity is an important factor in understanding professional lives and career decision making. Teacher professional identity may affect motivation, effectiveness, and most importantly, social and emotional well-being. Teacher identity lacks clarity with regards to a definition. This could contribute to the reason that it has not been studied as a key element for teacher social and emotional wellness during professional identity development. The process of how teachers view themselves as teachers and how their developing professional identity is shaped by their personal identity development and social identity connections has implications on their careers.

Instructional Expertise and Micropolitics: The Social Networks of Instrumental Music Teachers

2020 ◽  
Vol 68 (3) ◽  
pp. 328-350
Author(s):  
Ryan D. Shaw
Keyword(s):  
Social Networks ◽  
Instrumental Music ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Career Stage ◽  
Specialized Knowledge ◽  
The Social ◽  
Instrumental Music Teachers ◽  
Semistructured Interviews

The purpose of this study was to understand the social networks of three instrumental music teachers in a midwestern school district. Research questions were (1) How do instrumental music teachers describe their formal/instructional networks? and (2) How do instrumental music teachers’ social networks differ by career stage? I used a qualitative ego network design to map social networks of information sharing with a focus on the flow of social capital. Data sources included a name-generating questionnaire to construct networks and two semistructured interviews focusing on the nature and significance of teachers’ ties. Findings suggest that social networks showed particularities in terms of number of ties and tie strength. On matters of instruction, participants sought out music teachers whom they respected or who possessed specialized knowledge. Participants spoke of the importance of forging micropolitical ties to secure needs related to resources and scheduling, using ties strategically. Finally, participants felt that networks differed by career stage with advice seeking decreasing over time and networks becoming more close-knit. Implications are offered for music teachers and music teacher educators.

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