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.

Statistics for this ePrint Item

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.
Faculty/School / Institute/Centre:	Historic - Faculty of Education (Up to 30 Jun 2013)
Faculty/School / Institute/Centre:	Historic - Faculty of Education (Up to 30 Jun 2013)
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 (2008):	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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