Healing bruises: Identity tensions in a beginning teacher’s use of formal and informal music learning

Abstract

The purpose of this narrative case study was to describe the developing teacher identity of Nicole Downing, a first-year teacher in the US, in her use of both formal and informal learning processes. As music education continues embracing approaches like informal music learning, it should also reflect on the voices of teachers in the field. Data collection included interviews, observations, and participant writings. Findings revealed that Nicole (a) questioned and eventually accepted her music teacher identity, (b) exhibited a dualism between her use of formal and informal music learning processes, and (c) broadened her community’s definition of school music. Nicole used the metaphor of a bruise to describe how she believed some in her undergraduate studies would judge her interest in popular music and creative musicianship, but as she became a music teacher she had agency to incorporate the informal learning she valued. Nicole exhibited a duality in her use of formal and informal learning processes, which were not integrated in her teaching. Ultimately, she developed a broadened definition of school music that she believed was beneficial for students but perceived negatively by other music teachers. Music teacher education should support teachers’ diverse identities and continue to explore the teaching strategies used in facilitating informal music learning experiences.

Listen to the tastemakers: Building an urban arts high school music curriculum

“…To Nathan and his students’ benefit, his time spent as a popular musician and record store owner led him to develop knowledge about the music industry and various musical genres. This familiarity and interest in popular music was useful for designing and improving activities, demonstrating skills, and choosing repertoire for classes (Kastner, 2020), in contrast to obstacles expressed by some regarding Musical Futures (Hallam et al, 2011).…”

Teaching Ambition Realized: Paul’s Beginning Music Teacher Identity

“…The lack of positive feedback that I give now would anger high school Paul” (Personal communication). Though during college Paul received messages about teaching that clashed with his personal beliefs, those beliefs became “tools of agency” (Powell, 2016, p. 31) that helped him to be the kind of teacher he wanted to be (Beijaard & Meijer, 2017; Kastner, 2018; Olsen, 2008).…”

“…Preservice teachers could set goals for their learning in their methods class then reflect on and assess their PCK against their goals and professional standards, particularly following ACL activities, as a way to contribute to identity construction (Blair, 2013; Haston, 2018). Preservice teachers may benefit also from constructive and supportive dialogue and reflection with their peers and professors about tensions between their beliefs about teaching and learning and their experiences as students (Ballantyne et al, 2012; Draves, 2014; Haston & Russell, 2012; Kastner, 2018; Powell, 2016). More ACL activities, particularly with P–12 students, and reflection may encourage a sense of ownership and promote agency as preservice teachers take responsibility for planning and implementing lessons (Ballantyne et al, 2012; Blair, 2013; Draves, 2014; Haston & Russell, 2012; Kastner, 2018; Powell, 2016).…”

“…Preservice teachers may benefit also from constructive and supportive dialogue and reflection with their peers and professors about tensions between their beliefs about teaching and learning and their experiences as students (Ballantyne et al, 2012; Draves, 2014; Haston & Russell, 2012; Kastner, 2018; Powell, 2016). More ACL activities, particularly with P–12 students, and reflection may encourage a sense of ownership and promote agency as preservice teachers take responsibility for planning and implementing lessons (Ballantyne et al, 2012; Blair, 2013; Draves, 2014; Haston & Russell, 2012; Kastner, 2018; Powell, 2016). Purposefully incorporating identity work may increase the efficacy of current practices, add new practices, and therefore produce novice music teachers with rich and grounded identities (Beijaard & Meijer, 2017).…”

“…While the literature on beginning music teachers and music teacher identity has grown, there is little that focuses on beginning music teacher identity specifically. Blair (2013), Powell (2016), and Kastner (2018) explored teacher identity construction through narrative and case study approaches, each with one novice music teacher. Participants in all three studies used "tools of agency" to construct their teacher identity (Powell, 2016, p. 31).…”