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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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.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: 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: 02 Jul 2013 22:35
Uncontrolled Keywords: professional identity, music teacher education, teacher education, music teachers
Fields of Research (FOR2008): 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
URI: http://eprints.usq.edu.au/id/eprint/898

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