Ballantyne, J C. (2005). Identities of music teachers: Implications for teacher education. Maxine Cooper. 39-44. Brisbane, Australia: Australian Association of teacher Education. Retrieved from https://www.griffith.edu.au/text/conference/atea05
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.
School of Education
Open Access Conference Paper