Understanding conductor-educator identity formation in novice band music educators : a case study

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Joseph Benjamin Jones (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Kevin Geraldi

Abstract: This study explored the intersection of conducting and music teaching through the lens of music teacher identity in novice band music educators via a multicase study design that focused on the lived experiences of four novice band music educators. The following questions were addressed in the study: 1. How do novice band music educators describe their teacher identity? 2. What factors influence the formation of this identity? 3. How do these teachers view and understand the role of conducting in their pedagogy? Results indicated the formation of the participants' music teacher identity was influenced by a variety of factors including their previous experiences as well as their understanding of and reflection on these experiences. From the data, it was difficult to ascertain if the participants saw their music teacher identities as a merger of educator and conductor, as they did not view themselves as conductors. Results also indicated a lack of influence from conducting course instructors for the participants. This research serves to aid conducting and music education instructors in the pursuit of advancing the teaching of conducting.

Additional Information

Language: English
Date: 2021
Conducting, Music Teacher Identity
Music teachers
Conductors (music) $z United States
Identity (Psychology)

Email this document to