Perceived Influences of a Music Teacher Education Programme on Preservice Music Educators' Occupational Identity Development

Autor/in	Albert, Daniel J.
Titel	Perceived Influences of a Music Teacher Education Programme on Preservice Music Educators' Occupational Identity Development
Quelle	In: Music Education Research, 25 (2023) 3, S.269-279 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Albert, Daniel J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2023.2217710
Schlagwörter	Music Teachers; Teacher Education; Preservice Teachers; Professional Identity; Student Attitudes; Communities of Practice; Cultural Influences; Early Childhood Education; Methods Courses; Community Influence; Educational Change; Teaching Methods + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Lehrerausbildung; Lehrerbildung; Schülerverhalten; Community; Cultural influence; Kultureinfluss; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Methodisch-didaktische Anleitung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this study was to examine preservice music educators' perceptions of how the culture of a music teacher education programme and its embedded communities of practice influenced their occupational identity development. Research questions were (1) What specific cultural influences and communities of practice, if any, did the participants describe as particularly influential in regard to occupational identity development and why? (2) How did the participants describe their respective changes in occupational identities, if any? Participants were preservice music educators enrolled in an early childhood music education methods class with authentic-context learning (ACL) experiences. Data included audio recordings of classes, observational field notes, transcripts from multiple individual interviews and a focus group discussion, and students' reflection journals. Participants cited several music teacher education courses, embedded ACL experiences, and supportive interactions with peers and professors, as a constellation of factors that influenced an occupational identity transition within themselves to think more broadly about their identities as educators and the means through which music could be taught. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01