Together Through Transitions

Abstract

In the field of music teacher preparation, the transition from teacher to teacher educator can be a time of uncertainty and anxiety. Knowing the potential for struggle during formation of a teacher educator identity, we investigated our personal development as music educators at two points: (a) preparing to enter academia and (b) mentoring a future teacher educator. The purpose of this narrative inquiry study was to document the emergent identity of Vanessa, a graduate student transitioning to music teacher educator, working alongside Lisa, a professor transitioning to mentor and advisor. Through storying, we have identified several milestones in Vanessa's emergent identity as a teacher educator, concerns encountered by Vanessa in teaching her first major music education methods course, and types of interactions that were catalysts to Vanessa's development as a music teacher educator and Lisa's development as a mentor.

Impostor Phenomenon Responses of Early Career Music Education Faculty

“…Given concerns expressed by the participants and authors of the music education literature described, we were interested in examining IP with respect to the primary responsibilities of music education faculty positions (Bond & Koops, 2014; Conway et al, 2016; Martin, 2016; Pellegrino et al, 2014). We were interested in whether IP could explain some of the feelings of anxiety about teaching and research that participants in those studies expressed or provide an explanation for why some music education faculty do not continue to undertake and publish research after completing the doctorate (Sims, 2016; Sims & Cassidy, 2016).…”

“…Given the complexity of the job of music teacher educator, the transition from doctoral student to music education faculty member is likely to present a variety of challenges and may even be considered a struggle for some (Martin, 2016). A growing body of literature in music education has begun to address related issues, including the development of identity (Bond & Koops, 2014; Conway, Eros, Pellegrino, & West, 2010), socialization into teaching (Conkling & Henry, 2008), learning to teach graduate students (Conway et al, 2016), peer mentoring (Draves & Koops, 2011), and the role of a professional development community (Pellegrino et al, 2014).…”

“…When viewed through the lens of IP, this description about teaching a new course—by one of the authors of a narrative study about music teacher educator identity—reflects the fear of exposure: “I spent hours researching, planning, and prepping for each class, hoping to avoid being caught not knowing an answer to a student question” (Bond & Koops, 2014, p. 41). The terms worry, intimidation , and doubt were common descriptions of initial experiences of early career music education faculty when faced with teaching graduate students (Conway et al, 2016).…”

Doctoral Students in Music Education

“…Therefore, results from this study may reflect selection bias. Though researchers have suggested music education doctoral students may struggle to adopt the identity of "music teacher educator" (Bond & Koops, 2014;Conway et al, 2010;Pellegrino et al, 2014), results from this study showed that music education doctoral students identified more strongly with the identities of "music teacher educator" and "teacher mentor" than identities such as "student" or "K-12 music teacher." This association could be attributed to the fact that the majority of participants were relatively far into their programs, averaging around 44 hours completed toward the doctoral degree.…”

Identidades reflexivas en la universidad: sonidos, imágenes y microrrelatos autobiográficos

“…In this sense, Jorgensen (2009) has shown particular interest on narrative inquiry in music education; and Jones & Parkes (2010) analyzed the reasons for the choice of career in music education related to the construction of student's identity. Bond & Huisman Koops (2014) studied the identity of a beginner teacher of music through narrative inquiry. Kallio (2015), with her "Factional stories", has opened a new and interesting methodological line.…”