Cultivating preservice elementary general music teacher identity : a qualitative analysis
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Kellee M. Church (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Tami Draves
Abstract: The purpose of this qualitative study was twofold. The first purpose was to investigate the characteristics of elementary general music teachers’ identity. The second purpose was to determine the extent to which primary and secondary socialization contribute to their elementary general music teachers’ identity. Participants were asked specific questions about their beliefs about elementary general music education, contributions to these beliefs, their ideal vs. actual elementary general music teacher identity, and contributions to their identity. Three university seniors, two juniors, and one sophomore, who were from various cultural and musical backgrounds, participated in the study. Certain criteria were used to identify potential participants. They had to be currently enrolled in a methods course, currently enrolled as an undergraduate in music education, at least eighteen years of age, were interested in teaching elementary general music; potential participants also needed to have completed or currently be in a practicum experience with elementary -age students. This study was designed as a basic qualitative study. Olsen’s teacher identity was used as a lens. Data included formal individual interviews, focus group interviews, and the collection of solicited journals. To identify emergent themes, collected data were coded and analyzed using HyperRESEARCH®. Four measures were used to establish trustworthiness: triangulation, member checks, detailed thick description, and peer review. The six themes that emerged from the data were (a) positive interaction with former elementary general music teachers, (b) beliefs about elementary students derived from a student- focused mindset, (c) traditional pedagogical approaches, (d) their developing elementary general music teacher identity, (e) connection to experiences in elementary general music class and musical goals for students, and (f) engagement is essential for students' learning. Teacher education experiences such as method courses, coursework, and field experience were critical in forming participants’ beliefs regarding elementary- age students’ behavior and thought processes. Participants generally valued the following traits in elementary general music teachers: the ability to (a) show engagement in the classroom, (b) have a student-focused mindset, and (c) use both traditional pedagogies and non-traditional pedagogies. Preservice teachers also expressed the desire to model for their future students the musical experiences and even the teacher dispositions that they experienced themselves as students in elementary general music classes. For some participants having a family member who was a teacher was influential to their decision to enter the profession. The study had many implications. Music teacher educators should probably provide less peer teaching in favor of early authentic teaching experiences, plan practicum experiences that incorporate traditional and nontraditional pedagogies, and incorporate reflective practices for identity development growth. It would be helpful for music teacher educators to initiate dialogue regarding their teacher identity early before their students’ practicum. Elementary general music teachers and practicum teachers should be mindful of their disposition and behaviors towards their students because preservice teachers may model similar behaviors when teaching. Suggestions for research could include investigating strategies to alleviate anxiety about peer teaching. Further research could also resolve around the dynamics of preservice teachers’ concept of the ideal elementary general music teacher versus their actual teacher identity. More research is needed on how individuals from marginalized population may develop their teacher identity.
Cultivating preservice elementary general music teacher identity : a qualitative analysis
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Created on 5/1/2022
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 2022
- Keywords
- Elementary general music education, Elementary general music teacher identity, Music teacher identity, Pedagogical beliefs
- Subjects
- Student teachers
- Music teachers $z United States
- Identity (Philosophical concept)
- Socialization