Developing music teacher identities: An international multi-site study

Abstract

This study investigates pre-service music teacher’s (PSMT) perceptions of their professional identities. University-level education students in the United States America (USA), Spain and Australia were all asked interview questions based on general themes relevant to teacher identity development, and their responses were subjected to content analysis. Similarities were found in their perceptions of the role of ‘music teacher’ and their pre-university experiences/influences. Across the sites it seems that there was a dynamic and shifting relationship between PSMTs’ understandings of themselves as ‘musicians’ or as ‘teachers’ during their university years. This study confirms previous research in the area and contributes to the field in its discovery that these themes are found across three international sites. Implications of the findings are discussed and recommendations made for future research and practice.

A Dialogue of Necessity

“…Uncovering teacher candidates' (preservice teachers') music experiences is pivotal to understanding music teacher identity, a topic that is an integral part of the dialogue in music teacher education (Ballantyne, Kerchner, & Aróstegui, 2012;Bernard, 2009;Dolloff, 2007;Kirk, 2008;Lamb, 2003;Smith, 2007). Canadian teacher candidates, studying to be elementary education generalists, are often required to teach or integrate elementary general music into their daily classroom curriculum.…”

The occupational identity development of early-career music teachers: a two-case study of Chinese music teachers

“…These personal experiences helped them to add new musical activities to their teaching and skilfully explained musical concepts and techniques to the students. This professional knowledge and skills also helped them to get respect and recognition from their students and colleagues, which contributed to their confidence and pleasure teaching music (Ballantyne et al, 2012;Welch et al, 2011). In addition, the enthusiasm and interests in music provoked Tin to take up challenges at work and explore his professional area.…”

“…Individual teachers may make differing decisions when facing the same challenges. There is wide agreement among scholars that developing an identity as a teacher is an effective way to secure teachers' commitment to their work and adherence to professional norms (see Akkerman & Meijer, 2011;Ballantyne, 2005;Ballantyne et al, 2012;Beauchamp & Thomas, 2009;Britzman, 2003;Hoban, 2007;Scheib et al, 2007), because identities shape teachers' dispositions, professional development expectations, and occupational obligations (Hammerness, Darling-Hammond, & Bransford, 2005).…”

“…The relationship between performer and teacher identities is discussed by many researchers (Ballantyne et al, 2012;Pellegrino, 2009Pellegrino, , 2011Scheib, 2003;Wagoner, 2011;Welch et al, 2011). Music teachers are socialised as musicians in the university setting, where they draw on strong technical performing skills and enter the teaching profession.…”

“…The musical activities keep their technique and performance standards at a high level, and they may also be able to include more diverse activities in their classes, and to skilfully demonstrate different techniques in class based on their personal experiences (Kokotsaki, 2010). Therefore, performance experience and content knowledge are essential for beginning teachers to build confidence when entering music education (Ballantyne et al, 2012). Welch et al (2011) also found that beginning teachers may receive compliments from colleagues, school administrators and parents for organising extra-curriculum performance activities, which contributes to their sense of well-being.…”