A lifelong perspective for growing music teacher identity

Chua, Siew Ling; Welch, Graham

doi:10.1177/1321103x19875080

Cited by 21 publications

(32 citation statements)

References 67 publications

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“…Seddon and Biasutti, 2008). Similarly, a new study of music teacher identity in Singapore found that the development of music teacher identity is highly contextualized in terms of personal biography in music, professional teacher identity and opportunities to experience successful music education practice in situ (Chua, 2018). Findings such as these highlight the “missing component” (see below) that exists within pre-service teacher education and warrants urgent attention.…”

Section: Discussionmentioning

confidence: 99%

Beliefs and Values About Music in Early Childhood Education and Care: Perspectives From Practitioners

et al. 2019

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This paper reports the findings of a study that aimed to identify the music beliefs and values of educators in early childhood education and care settings in Australia. The aims of the study were 2-fold: to adapt and pilot a survey of music beliefs and values which might be implemented subsequently nationally in childcare settings; and, secondly, to identify the music beliefs and values held by early childhood and care educators concerning music in children's learning. The research questions that guided this component of the study were: What is the profile of early childhood and care educators? What beliefs and values for music engagement are held by early childhood and care educators? What shapes early childhood and care educators' music beliefs and values? Findings indicated that educators' beliefs and values on all items are above the mid-point indicating overall positive attitudes toward music despite the majority having no formal qualifications in music or a history of instrumental performance and/or singing. Given the overall positive attitudes toward music we suggest there is enormous potential within this population for further professional learning and development targeted at music and its potential wider benefits in young children's learning and lives.

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Section: Discussionmentioning

confidence: 99%

Beliefs and Values About Music in Early Childhood Education and Care: Perspectives From Practitioners

et al. 2019

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“…Interactions between identities can also be positive in general (Isbell, 2008). Incorporating several theoretical models, McClellan (2017) later provided a socio-cognitive framework that focused more on the development of individual characteristics across PID, such as self-efficacy, self-concept, and role orientation (Chua & Welch, 2020). For in-service music teachers, when the strength of occupational aspects became prominent, the focus of development shifted to renewal and emancipation (Conway, 2008; Sachs, 2011), as well as emotions, relationships, and achievements (Ballantyne & Zhukov, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Professional identity development of preservice music teachers: A survey study of three Chinese universities

Yang

2021

Research Studies in Music Education

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By 2019, over 70,000 undergraduates had been awarded bachelor’s degrees in music education under the Free Education for Students in Teacher Education Programme in China. Although this helped to relieve a severe shortage of music teacher supply, recent studies reported serious concerns regarding the career readiness of this population. The purposes of this study were to (a) provide a role-identity profile of 4th-year undergraduate music education majors in China, (b) identify key elements in their professional identity development (PID), and (c) explore whether these elements were different from those identified in research findings in other education systems. Survey data were collected from 1,321 music education students in three Chinese universities for content analysis. The results suggest that occupation-oriented external factors are the most influential source in career decision-making. Most participants are struggling with multiple professional identity shifts that combine music trainee, teacher trainee, and preservice teacher roles across degree programs. These present the complexity of identity development in policy-reinforced professionalism in the Chinese education system.

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“…Similar to Tait (2008), Hope's self-efficacy has been enhanced over the years by overcoming personal and professional challenges. Certain transformative experiences, such as personal challenges, Orff-Schulwerk training, and professional accomplishments have contributed to her sense of self-efficacy as a music educator (Chua & Welch, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Teachers may draw upon positive emotions, such as joy, interest, contentment, and love as coping skills in stressful situations (Gu & Day, 2007). In addition, teaching is a social profession and teachers may turn to friends and colleagues for positive support (Chua & Welch, 2020). As resilient people tend to "bounce back" from stressful situations more quickly and easily than those displaying less resilience, the broaden and build theory suggests that the ability to "bounce back" may be encouraged by positive experiences.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Novice and experienced music teacher resilience: A comparative case study

Munroe

2021

Research Studies in Music Education

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In many schools, both urban and rural, children living in poverty face daily stressors including lack of parental support, lack of resources, unsafe living conditions, and poor nutrition. As teachers are first responders in facing these difficult situations, resilience enables teachers to overcome challenges and succeed professionally. Teachers who have been found to be more resilient tend to feel more successful and stay in their positions longer. Teachers at varying experience levels have different approaches to maintaining their resilience in response to daily stressors. The purpose of this comparative case study was to compare the resilience factors of an early career and a late career music teacher within high-poverty, trauma-sensitive contexts. Participants exhibited varying levels of resilience by adapting their expectations to their school context and maintaining a positive attitude.

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A lifelong perspective for growing music teacher identity

Cited by 21 publications

References 67 publications

Beliefs and Values About Music in Early Childhood Education and Care: Perspectives From Practitioners

Beliefs and Values About Music in Early Childhood Education and Care: Perspectives From Practitioners

Professional identity development of preservice music teachers: A survey study of three Chinese universities

Novice and experienced music teacher resilience: A comparative case study

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