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Identities of music teachers: Implications for teacher education
Ballantyne, Julie Claire
Ballantyne, Julie Claire
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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.
Keywords
Education not elsewhere classified;--Higher Education
Date
2005
Type
Conference item
Journal
Book
Volume
Issue
Page Range
39-44
Article Number
ACU Department
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Open Access Status
Open access
License
File Access
Open