Identity formation in music teacher education: The role of the curriculum

Abstract

The purpose of this descriptive quantitative research was to examine undergraduate music teacher education curricula in the context of professional identity formation and in comparison with teacher education curricula in other subjects. Comprehensive course listings for undergraduate degree programs in music teacher education, mathematics teacher education, and English teacher education were gathered from the official course catalogs of 16 higher education institutions. These data were coded and analyzed to determine the amount of coursework in each program devoted to developing pedagogical skills, subject-area content knowledge, and other skills. Results indicated that while the amount of content-focused and pedagogy-focused courses was relatively balanced in English and mathematics teacher education programs, music teacher education programs devoted a significantly larger proportion of the curriculum to content-based courses. While scholars have called on music teacher educators to prioritize the development of a teacher identity in undergraduate music education students, current music teacher education curricula may not be aligned with these recommendations.

Curriculum development in the higher education literature: A synthesis focusing on construction management programmes

“…Prior to searching the electronic journal databases, a manual review of pertinent literature (in English) was undertaken to identify keywords. Five publications were initially reviewed on the broader topic of curriculum development: Haning (2021); McCunn et al (2020); McManus and Rook (2021); Szczepankiewicz et al (2021); and Veltman et al, 2021. Second, the terms identified were entered into the Scopus search tool: “(TITLE-ABS-KEY (‘curriculum’) OR (‘curricula’) AND (‘development’) AND (‘higher education’) OR (‘university’) OR (‘universities’) AND LIMIT-TO (PUBYEAR 1912 to 2020) AND (LIMIT-TO (DOCTYPE, ‘ar’) AND (LIMIT-TO (LANGUAGE, ‘English’))”.…”

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

“…Performer identity develops during early formal music training and school-based music experiences, namely the primary socialization stage (Hallam et al, 2009; Kos, 2018). During preservice music teacher training, which is the first phase of secondary socialization, both degree program content and school placement arrangements strongly influence music education majors’ perception of teaching roles (Ballantyne, 2007; Hallam et al, 2009; Haning, 2020; Thompson, 2000; Tucker, 2020). For example, when teacher identity was enhanced, the strength of performer identity remained relatively static throughout the degree program (Austin et al, 2012).…”

The impact of the music curriculum in China on identity development in adolescence aged between 13 and 17

“…However, sometimes role identity development can create barriers to the primary role played by the music education profession as music teachers' role identity development is prevalent in adolescents' identity development (Brewer, 2014). Haning (2020) argues that the development of professional identity in music education among adolescents remains static, possibly because many adolescents have limited opportunities to develop, maintain and sustain their needs for a specific musical identity during their school years. As students have many opportunities to participate in music activities outside of school, they feel dissatisfied with democratic music education in high school in terms of career development.…”