scholarly journals A Social-Cognitive Theoretical Framework for Examining Music Teacher Identity

2017 ◽  
Vol 16 (2) ◽  
pp. 65-101 ◽  
Author(s):  
Edward McClellan
Keyword(s):  
Teacher Identity ◽  
Social Cognitive ◽  
Theoretical Framework ◽  
Music Teacher ◽  
Music Teacher Identity

scholarly journals “I Do Belong Here”: Identity Perceptions of Postgraduate Music Education Majors

2019 ◽  
Vol 29 (1) ◽  
pp. 56-70
Author(s):  
Crystal Sieger
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Music Teacher ◽  
Music Teacher Identity ◽  
Group Interviews ◽  
Axial Coding ◽  
Music Education Majors

Students choosing to enter the music teaching profession after having already obtained undergraduate degrees in other music fields may experience unique forms of socialization and teacher identity development. Participants were four students enrolled in a 3-year master’s program with a music teacher licensure component. Through individual and focus group interviews, participants shared their perspectives on program experiences, course elements, and interactions with peers and professors as important influences on their developing music teacher identity. I examined the data for emerging patterns and applied open and axial coding to the most prominent responses, resulting in themes centered on participants’ socialization experiences, desire for independence, need for self-justification, and “outsider” status among peers. To combat lack of peer recognition or support, participants developed strong, collaborative relations with each other. Implications for music teacher educators are considered.

Teaching Ambition Realized: Paul’s Beginning Music Teacher Identity

2019 ◽  
Vol 29 (1) ◽  
pp. 41-55
Author(s):  
Tami J. Draves
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Student Teachers ◽  
Professional Learning ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Music Teacher ◽  
School Senior ◽  
Music Teacher Identity ◽  
Beliefs About Teaching

The purpose of this particularistic case study was to explore Paul’s teacher identity in his first year as a music educator. I chose Paul purposively because, while a high school senior, he had participated in previous research about teacher socialization. Using Olsen’s sociocultural view of teacher identity as a lens, I examined Paul’s teacher identity including personal beliefs about teaching, how those interacted with professional learning and teacher education experiences, and how Paul made sense of himself as a teacher. Through data analysis I revealed three themes: Becoming Student Focused, Learning to Be Myself as a Teacher, and Taking Ownership. I recommend making preservice and cooperating music teachers more aware of teacher identity models and suggest activities to promote teacher identity development in music teacher education programs. Music teacher educators would benefit from having more teacher identity scholarship focused on music student teachers and beginning music educators.

(RE)CONSTRUCTION OF STUDENT MUSIC TEACHER IDENTITY

2018 ◽  
Vol 1 ◽  
pp. 306-316
Author(s):  
Jolanta Lasauskiene
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Professional Identity ◽  
Teacher Identity ◽  
Professional Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Professional Activity ◽  
Music Teacher Education ◽  
Music Teacher Identity

The professional identity of music teacher represents the essence of this profession. Improving the programmes of music teacher education and deciding how to (re)construct the professional identity of prospective music teachers, it is important to discuss what contextual factors can have an impact on the development of music teacher identity and what possibilities of its (self-) development are available at university. A better understanding of the role-identity of teachers at various stages of their careers could enhance the conceptions of study programmes in music teacher education. The article analyses and discusses the conception of music teacher identities, substantiates its peculiarities during pre-service training, points out the most important characteristics for the successful professional activity of the music teacher. The research presented in the article focuses on professional identity development of 30 university music students (15 Lithuanian and 15 foreign) at Lithuanian University of Educational Sciences (Music Education). The method of focus group interview was used in this study.The research results show that the student music teachers have developed a distinctive attitude towards the professional education in universities and their own expectations. Suggestions for practice and further research are also provided.

Music Teacher Identity Development

2019 ◽  
pp. 267-293
Author(s):  
Kristen Pellegrino
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Theoretical Frameworks ◽  
Music Teacher Identity ◽  
Music Research

This chapter begins with a philosophical and research-based justification for facilitating teacher identity development in teacher education and music teacher education and then reviews related music teacher identity literature. After offering an overview of methods and theoretical frameworks associated with examining music teacher identity in research, the chapter highlights music research in four ways. First, it explores music identity research using symbolic interactionism theoretical frameworks, then using sociocultural/cultural-historical theoretical frameworks. Next, it presents some music identity research that focused on issues surrounding diversity, and lastly, it describes collaborations with members of the Society of Music Teacher Educators’ music teacher identity development Area of Strategic Planning and Action. Interspersed throughout the chapter are examples of activities and questions one might use with preservice music teachers. Finally, the chapter ends with a summary, suggestions for further research, and conclusions.

Becoming Music Teachers in a Supportive String Project Community

2018 ◽  
Vol 28 (3) ◽  
pp. 11-27
Author(s):  
Kristen Pellegrino
Keyword(s):  
Music Education ◽  
Teacher Identity ◽  
Music Teacher ◽  
Descriptive Case Study ◽  
Teacher Identities ◽  
Context Learning ◽  
String Project ◽  
Music Teacher Identity ◽  
Supportive Community ◽  
The Impact

The purpose of this descriptive case study was to examine two music education students’ experiences as String Project teachers (SPTs). Research questions were as follows: What connections were made between coursework and the authentic-context learning (ACL) experience? and What was the impact of ACL experiences on music teacher identity? Data were an open-ended questionnaire, journal entries, observations, videotaped teaching segments, and two semistructured interviews. These SPTs used terms and concepts explored in coursework in their goal-setting for themselves and their students, and also referenced concepts while reflecting on their teaching. The SPTs developed their music teacher identities as they learned in a supportive community, and they made connections between personal, musician, and teacher identities. Through ACL experience situated within a supportive String Project community, ideas initially explored during coursework became internalized as part of the SPTs’ thinking, practices, philosophies, and identities.

scholarly journals A lifelong perspective for growing music teacher identity

2020 ◽  
pp. 1321103X1987508
Author(s):  
Siew Ling Chua ◽  
Graham F Welch
Keyword(s):  
Identity Development ◽  
Transformative Learning ◽  
Social Relations ◽  
Teacher Identity ◽  
Music Teachers ◽  
Music Teacher ◽  
Service Development ◽  
The Social ◽  
Literature Reviews ◽  
Music Teacher Identity

The article discusses a lifelong perspective for growing music teacher identity, particularly related to the in-service development of music teachers. It presents a theoretical framework which is developed from literature reviews on teacher identity development and construction and from case studies of the transformative learning journeys of serving music teachers in Singapore. Seven themes – personal self, activist identity, music, teaching, students, social relations, and the ecology of the social world – are found to interact and contribute to the transformative learning of music teachers.

scholarly journals Function over Form

2015 ◽  
pp. 162-182 ◽  
Author(s):  
Anthony G. O'Reilly ◽  
Bryan Roche ◽  
Aoife Cartwright
Keyword(s):  
Relational Frame Theory ◽  
Social Cognitive ◽  
Implicit Attitudes ◽  
Theoretical Framework ◽  
Functional Approach ◽  
Frame Theory ◽  
Widespread Adoption ◽  
Relational Frame ◽  
The Social ◽  
Theoretical Assumptions

Research surrounding the construct of “implicit attitudes” and the various methodologies for measuring that construct is currently founded on the social cognitive paradigm. However, no robust and agreed upon theoretical framework has emerged from this paradigm, despite the widespread adoption of implicit testing methodologies and their associated theoretical assumptions. The current chapter outlines a functional approach to implicit testing, describing research stemming from Relational Frame Theory that was developed in parallel with the emergence of the IAT, and arguing for the benefits of connecting these two strands of research to improve the understanding of attitude behaviors and create better understood implicit testing methodologies. The chapter concludes with descriptions of two examples of such methodologies: the IRAP and the FAST.

Intercultural Tensions and Creativity in Music

2012 ◽  
pp. 353-370 ◽  
Author(s):  
Eva Saether ◽  
Alagi Mbye ◽  
Reza Shayesteh
Keyword(s):  
Teacher Education ◽  
Theoretical Framework ◽  
The Other ◽  
Music Teacher ◽  
Course Development ◽  
Music Teacher Education ◽  
Music School

This article examines the role of creativity in the Iranian-Swedish association music school in Malmö and Maali's Music School in Gambia. Section 1 outlines the theoretical framework which combines Vygotsky's theories of creativity with current discussions in ethnomusicology on the value and nature of cultural meetings. Section 2 presents an overview of how the concept of the Other has been used in the present study, in seeking insights from the epistemology of non-Western cultures. Section 3 describes how creativity is conceived and practised in the Gambian and Persian/Swedish examples. Section 4 describes the approach used in course development for music teacher education, while Section 5 presents a summary of key principles and approaches.

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