Teaching Ambition Realized: Paul’s Beginning Music Teacher Identity

Research output: Contribution to journalArticle

Abstract

The purpose of this particularistic case study was to explore Paul’s teacher identity in his first year as a music educator. I chose Paul purposively because, while a high school senior, he had participated in previous research about teacher socialization. Using Olsen’s sociocultural view of teacher identity as a lens, I examined Paul’s teacher identity including personal beliefs about teaching, how those interacted with professional learning and teacher education experiences, and how Paul made sense of himself as a teacher. Through data analysis I revealed three themes: Becoming Student Focused, Learning to Be Myself as a Teacher, and Taking Ownership. I recommend making preservice and cooperating music teachers more aware of teacher identity models and suggest activities to promote teacher identity development in music teacher education programs. Music teacher educators would benefit from having more teacher identity scholarship focused on music student teachers and beginning music educators.

Original languageEnglish (US)
JournalJournal of Music Teacher Education
DOIs
StatePublished - Jan 1 2019
Externally publishedYes

Fingerprint

music teacher
Teaching
teacher
music
educator
Teacher Identity
Music Teacher
Ambition
socialization
learning
student teacher
education
data analysis

Keywords

  • beginning teachers
  • case study
  • identity
  • student teaching

ASJC Scopus subject areas

  • Education
  • Music

Cite this

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