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.
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)|
|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
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