scholarly journals Using discourse analysis to understand professional music teacher identity

2021 ◽  
Vol 2 (1) ◽  
pp. 187-210
Author(s):  
Anne Jordhus-Lier
Keyword(s):  
Discourse Analysis ◽  
Teacher Identity ◽  
Performing Arts ◽  
Power Relations ◽  
Music Teachers ◽  
Professional Identities ◽  
School Of Music ◽  
Music Teacher Identity ◽  
Analytical Tools ◽  
Discursive Field

The purpose of this article is to discuss the use of discourse analysis in order to understand music teachers’ professional identities. This is done by elaborating on the theory and methodology of a study on professional identities of music teachers within the Norwegian municipal school of music and performing arts. Theoretical and methodological perspectives, including research design, analysis, results, validity and ethics, are discussed in the article. An argument in favour of discourse analysis is put forward: that it offers focus on the context, complexity and power relations of the field, as well as providing an understanding of how identities are constructed and negotiated. The use of discourse analysis in the study provided analytical tools which challenged taken-for-granted knowledge, discovered binary discursive oppositions, and unmasked power relations. The study found that teachers construct their identities within a contested discursive field where meanings are attached to the work they perform, as well as to the institutions they represent.

(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 Negotiating versatility and specialisation: On music teachers’ identification with subject positions in Norwegian municipal schools of music and performing arts

2021 ◽  
pp. 025576142198911
Author(s):  
Anne Jordhus-Lier
Keyword(s):  
Performing Arts ◽  
Social Inclusion ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Teacher Interviews ◽  
Subject Positions ◽  
School Of Music ◽  
Municipal Schools ◽  
Shared Commitment

The Norwegian municipal school of music and performing arts has diverse tasks it must manage; the school not only intends to offer its students opportunities to specialise, but it also aims to facilitate social inclusion and be a school ‘for everyone’. Handling these two seemingly opposing tasks requires a great deal from its staff. This article explores how music teachers negotiate versatility and specialisation through identifying with professional subject positions. Based on 16 teacher interviews and document analyses, the study finds six analytically subject positions for teachers to identify with. Most of the teachers identify with several subject positions, either at the same time or interchangeably, based on the situation. Together, these subject positions shape their professional identities. This has implications for the institution’s management of its competencies. While being a school ‘for everyone’ is a widely shared commitment, this does not necessarily require versatility from each of its teachers, as long as the school can become a versatile institution through assembling teachers with different specialised competences. This in turn would entail the future music teacher education to be broad-based with possibilities of specialisation, which could lay the groundwork for teachers’ flexibility and their ability to further develop their competence after graduation.

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.

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.

American Gamelan and the Ethnomusicological Imagination

2020 ◽  
Author(s):  
Elizabeth A Clendinning
Keyword(s):  
North America ◽  
Music Education ◽  
Performing Arts ◽  
Music Teachers ◽  
American Music ◽  
World Music ◽  
Music Programs ◽  
Music Ensembles ◽  
College Music

The book seeks to answer these questions: Why are there more than 150 gamelans (Indonesian percussion ensembles) in North America, and why are more than half of them associated with American colleges and universities? How and why did gamelan ensembles spark the ethnomusicological imagination? What impact have these ensembles had on college music programs, their local communities, and transnational Indonesian performing arts scenes? How does a lifetime of teaching foreign college students shape the lives of non-American music teachers? First providing an overview of gamelan and its incorporation in education in North America, this book uses the story of the career and community of one performer-teacher, I Made Lasmawan of Bali and Colorado, as a case study to examine the formation and sustenance academic world music ensembles. It examines the way students develop musical and cultural competence by learning gamelan in traditional ethnomusicology ensemble courses and analyzes the merits of including gamelan ensembles in studies in percussion, composition, and music education. More broadly, the book argues that beyond the classroom, the presence of these ensembles shapes transnational arts education and touristic performing arts scenes in Bali. Finally, it advocates for world music ensemble courses as a powerful means for teaching musical and cultural diversity and sparking transnational exchanges, both in and outside the classroom.

scholarly journals Julkinen kaivoskeskustelu diskursiivisena välienselvittelynä

2018 ◽  
Vol 47 (1) ◽  
pp. 79-103 ◽  
Author(s):  
Veera Kangaspunta
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Online News ◽  
Public Debate ◽  
Critical Discourse ◽  
Online Newspapers ◽  
The Public ◽  
Analytical Tools ◽  
Unique Part

The aim of this article is to approach one specific environmental topic and the public debate around this topic from a user-oriented perspective – through online news comments. The article analyses online news and comments sections from three Finnish online newspapers concerning the mining accident of Talvivaara company in November 2012. Discourse and discursive legitimation strategies are used as analytical tools with the focus of critical discourse analysis. The study aims to solve what kind of discourses the public debate contains and how these discourses are connected to certain legitimation strategies. In addition, the article also continues the conceptual deliberation about the concept of the public as a group of people participating in public discussion. The study shows that Talvivaara news and news comments consist four main strategies, authorization, rationalization, moral evaluations and mythopoiesis, used for legitimation, relegitimation and delegitimation. However, the parties differ in the way they utilize these strategies and different discourses. Consequently, online news commenting appears as a unique part of the public debate about the topic, rather than remaining marginal flaming. The users tend to absorb the role of the public as a part of the public showdown about the shared issue.

scholarly journals What we talk about when we talk about writing: exploring how English for Academic Purposes teachers and learning developers conceptualise academic writing

2019 ◽  
Author(s):  
Sharon McCulloch ◽  
Tania Horak
Keyword(s):  
Academic Writing ◽  
Strong Evidence ◽  
Teacher Identity ◽  
English For Academic Purposes ◽  
Small Scale ◽  
Academic Literacies ◽  
Professional Identities ◽  
High Ranking ◽  
Academic Writer ◽  
Sense Of Identity

Two main groups of staff currently provide writing support to students in British universities. These staff typically enter their roles from a range of professional backgrounds and, consequently, may hold different professional identities and understandings of what academic writing is. Although there is a body of research on teacher identity and on lecturers’ conceptualisations of writing, few studies have compared the views and identities of English for Academic Purposes (EAP) teachers and learning developers. The current study set out to investigate whether these two groups perceive academic writing in similar or different ways, and why. We undertook a small-scale study, interviewing eight participants at two universities, half from a post-1992 institution and the others from a research-intensive, high-ranking university. While participants varied in their definitions of writing, common themes emerged, lying on a spectrum from an autonomous, text-based, to an academic literacies perspective on writing. To establish the influences on these perspectives, we investigated the participants’ sense of identity as an academic writer, how they learned writing themselves and any influences on them from theory. Neither the EAP teachers nor the learning developers identified strongly as academic writers, despite all holding postgraduate qualifications and some having published their writing. Most reported little to no training in how to write academically themselves, and few mentioned any theoretical stance in their approach to helping students. Although some clustering around particular conceptualisations of writing was observed, we did not find strong evidence that the participants belong to two different ‘tribes’.

scholarly journals Análise do episódio Presidente por Acidente: relações de poder entre professores e alunos no seriado Os Simpsons

2018 ◽  
Vol 22 (1) ◽  
Author(s):  
Tamires Regina Zortéa ◽  
Cláudia Herte de Moraes
Keyword(s):  
Discourse Analysis ◽  
Power Relations ◽  
Methodological Perspective ◽  
The Simpsons ◽  
Teachers And Students

O artigo estuda as relações de poder entre professores e alunos no episódio Presidente por Acidente do seriado Os Simpsons. O objetivo foi analisar os discursos dos personagens do desenho e foi empregada a perspectiva teórico-metodológica Análise de Discurso. Como resultado é possível perceber que não foram encontradas tantas marcas discursivas de mando e obrigação quanto de controle e persuasão. Palavras-Chave: Desenho animado; Os Simpsons; Poder; Análise de Discurso; Formações Discursivas. Relaciones de poder entre profesores y alumnos: un análisis del discurso del episodio Presidente por Accidente de Los SimpsonsResumen: El artículo presenta el estudio de las relaciones de poder entre profesores y alumnos en el episodio Presidente por Accidente de la serie Los Simpsons. Se analizaron los discursos de los personajes y empleada la perspectiva teórico-metodológica Análisis de Discurso. Como resultado, es posible percibir que las marcas discursivas de control y persuasión fueron más recurrentes que de mando y obligación.Palabras clave: Dibujos animados; Los Simpsons; De potencia; Análisis del Discurso; Formaciones discursivas. Power relations between teachers and students: an analysis of the speech of the President for Accident of The SimpsonsAbstract: The article presents the study of the power relations between teachers and students in the episode President Accident of the series The Simpsons. We analyzed the discourses of the characters and employed the theoretical-methodological perspective Discourse Analysis. As a result, it is possible to perceive that the discursive marks of control and persuasion were more recurrent than of command and obligation.Keywords: Cartoons; The Simpsons; Power; Discourse Analysis; Discursive formations.

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