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

Yang, Meng

doi:10.14264/uql.2015.677

Cited by 2 publications

(2 citation statements)

References 53 publications

(130 reference statements)

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“…Chen, 2018). It has also been found that there is a difference between imagined and actual Chinese music teachers' lives (M. Yang, 2015;Y. Yang, 2022b).…”

Section: Early-career Teachersmentioning

confidence: 99%

Early-career music teachers’ perspectives of their initial teacher education program in China

Meng

Goopy

2023

Research Studies in Music Education

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Initial teacher education plays an important role in preparing music teachers for schools. There is a growing interest in Chinese music teacher education, though limited research currently exists. This study investigated early-career teachers’ perspectives concerning the efficacy of the initial music teacher education program at Yu Cai Normal University (pseudonym), China. This mixed-methods study used a sequential explanatory design where qualitative interview data were used to provide further explanation and detail regarding survey results. The perceptions of early-career music teachers were sought on the importance, effectiveness, and usefulness of their initial teacher education and the most rewarding and challenging aspects of their beginning careers. Phase 1 of the data collection consisted of an online survey with 32 music education graduates of Yu Cai Normal University from 2015–2019. Phase 2 involved one-on-one semi-structured online interviews with three participants offering a range of views. Phase 3 was a combined analysis and discussion of the findings from Phases 1 and 2. Findings indicate that early-career music teachers highly valued their initial teacher education and their studies adequately prepared them for work, though the quality of their university subjects could still be improved. Early-career music teachers embrace the challenges of the profession and choir, competitions, and the act of teaching are their greatest rewards. Practical subjects remain the most critical components of music teacher education, and theory must be situated in contextualized practice.

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“…Chen, 2018). It has also been found that there is a difference between imagined and actual Chinese music teachers' lives (M. Yang, 2015;Y. Yang, 2022b).…”

Section: Early-career Teachersmentioning

confidence: 99%

Early-career music teachers’ perspectives of their initial teacher education program in China

Meng

Goopy

2023

Research Studies in Music Education

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“…Through the analysis of these empirical examples, it is evident that although there are studies on Taiwanese student teachers’ professional identity (i.e. Chung, 2009; Ho, 2005; Hsu, 2007; Huang JR, 2006; Huang TS, 2006; Huang, 2007; Yang, 2006), only a few focus on English teachers (i.e. Lin et al., 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Creating pathways to developing a “Teacher Self” through metaphor analysis

Chien

2019

Research in Education

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This study analyzed eight Taiwanese English as a foreign language student teachers’ metaphors to explore their self and professional identity. This study has four major findings. First, metaphor writing was able to reveal important information about student teachers’ professional identities. Second, in terms of teaching demonstrations, metaphors written by those who taught and those who observed were different, being seen as variously as an “adventure” or a “carousel,” for instance, due to their different teaching and learning experiences. Third, their metaphors or metaphor discussions were not in-depth revelations of their understanding and knowledge of English language teaching. Fourth, these participants held positive attitudes toward metaphor writing, analysis, and discussion as “useful for reflection.”

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

Cited by 2 publications

References 53 publications

Early-career music teachers’ perspectives of their initial teacher education program in China

Early-career music teachers’ perspectives of their initial teacher education program in China

Creating pathways to developing a “Teacher Self” through metaphor analysis

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