Identities of music teachers: Implications for teacher education

Conference item


Ballantyne, Julie Claire. (2005). Identities of music teachers: Implications for teacher education. In Maxine Cooper (Ed.). Teacher Education: Local and Global. Proceedings of the 33rd Annual Australian Teacher Education Association Conference.. Brisbane, Australia: Australian Association of teacher Education. pp. 39 - 44
AuthorsBallantyne, Julie Claire
Abstract

Teachers’ professional identity influences their decisions and behaviour (Beijaard, Verloop, & Vermunt, 2000). Teacher education has the potential to either challenge or maintain preservice teachers’ preconceptions of their professional identity, and teacher education should arguably develop in future teachers a professional identity which enables them to be effective throughout their career. This paper reports findings from interviews with 15 early-career music teachers regarding their perceptions of their professional identity. Analysis indicates that early-career music teachers feel a ‘passion’ for music and teaching music, and view themselves as musicians, music teachers or teachers. This study suggests that discipline specialisation has a unique impact on teachers’ identity. Implications for teacher education are discussed.

KeywordsEducation not elsewhere classified;--Higher Education
Year2005
PublisherAustralian Association of teacher Education
Web address (URL)https://www.griffith.edu.au/text/conference/atea05
https://eprints.usq.edu.au/898/
Open accessOpen access
Publisher's version
Page range39 - 44
Research GroupSchool of Education
Place of publicationBrisbane, Australia
EditorsMaxine Cooper
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https://acuresearchbank.acu.edu.au/item/85q5v/identities-of-music-teachers-implications-for-teacher-education

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