Identities of music teachers: implications for teacher education

Ballantyne, Julie (2005) Identities of music teachers: implications for teacher education. In: 33rd Australian Teacher Education Association Conference 2005: Teacher Education: Local and Global, 6-9 July 2005, Surfers Paradise, Gold Coast, Australia.


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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.

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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information (displayed to public): Copyright 2005 Centre for Professional Development, Griffith University and individual contributors.
Depositing User: epEditor USQ
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 11 Oct 2007 00:31
Last Modified: 30 Sep 2015 05:03
Uncontrolled Keywords: professional identity, music teacher education, teacher education, music teachers
Fields of Research (FoR): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1302 Curriculum and Pedagogy > 130201 Creative Arts, Media and Communication Curriculum and Pedagogy

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