Turning Into Teachers
Influences of Authentic Context Learning Experiences on Occupational Identity Development of Preservice Music Teachers
Bibliographic Data
| ID | 10200534 |
|---|---|
| Authors | Warren Haston (University of Hartford, West Hartford, CT, USA, corresponding author), Joshua A Russell (0000-0001-6041-8175, University of Hartford, West Hartford, CT, USA) |
| Year | 2011 |
| Volume | 59 |
| Issue | 4 |
| Pages | 369-392 |
| Publication date | 2011-09-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4294 • E-ISSN: 1945-0095 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0022429411414716 |
| OpenAlex | W2022920726 |
| Language | EN |
| Citations received | 27 |
| References cited | 22 |
The purpose of this study was to examine the occupational identity development of undergraduate music education majors as they participated in a yearlong authentic context learning (ACL) experience situated within a professional development school (PDS). Five undergraduate music education majors enrolled in either a string pedagogy class or an instrumental methods class were required to teach in the band or string projects at the PDS. The authors utilized a multiple case study method and collected data from interviews, observations, and participant written reflections. The transformation of data included transcribing interviews and indexing student reflections. The authors identified four emergent themes: the development of general pedagogical knowledge, knowledge of self, performer/teacher symbiotic outcomes, and professional perspectives. The impact of the perceived positive or negative ACL experiences as well as interactions with peers was mediated by either adaptive or maladaptive participant responses to ACL experiences. Participants’ descriptions fit the framework of an extended apprenticeship of what the authors labeled a critical apprenticeship of observation. Based on these findings, they developed a conceptual diagram in order to describe the impact of the ACL experiences on teacher occupational identity development
Apprenticeship · Class (philosophy · Context (archaeology · Identity (music · Mathematics education · Music education · Participant observation · Pedagogy · Professional development · Situated · Situated learning · Sociology · Diverse Music Education Insights · Educational Environments and Student Outcomes · Psychology · Teacher Education and Leadership Studies
Exploring music student teachers’ professional identities
Professional identity development of preservice music teachers
Intergenerational music teaching and learning among preservice music teachers and senior adult musicians
Culturally Responsive Pedagogical/Andragogical Context Knowledge
Elementary General Music Teachers’ Preparation in Classroom Management
Who Are the Music Teacher Educators? Part II
Teaching as Improvising
Preservice Music Teacher Occupational Identity Development in an Early Field Experience
The Prevalence of Impostor Phenomenon Among Music Student Teachers
Remote Possibilities
Preservice Music Teacher Identity Construction Through Metaphor
Elementary General Music
Engaged pedagogy in teacher education
A phenomenological study of music education majors’ vocational identity development during the Covid-19 pandemic
Preservice teachers’ experiences as first-time voice instructors
Soft Hands
Self-Efficacy and Commitment Among Music Student Teachers
A Grounded Theory of Preservice Music Educators’ Lesson Planning Processes Within Field Experience Methods Courses
A Social-Cognitive Theoretical Framework for Examining Music Teacher Identity
The Workforce Entry and Teaching Responsibilities of New Music Education Graduates
When your lesson is bombing”
We Wear the Mask
Exploring Relationships Between K–12 Music Educators’ Demographics, Perceptions of Intrapreneuring, and Motivation at Work
Comparing Field-Teaching Experiences
A Grounded Theory of Early Preservice Music Teacher Identity Development
A Mixed-Methods Investigation of Preservice Music Teaching Efficacy Beliefs and Commitment to Music Teaching
The Occupational Identity of In-Service Secondary Music Educators
The Science & Psychology of Music Performance
Those Who Understand
Musicians and Teachers
Public School Music Teachers' Perceptions of the Effect of Certain Competencies on Pupil Learning
Preservice and Experienced Teachers' Opinions of Skills and Behaviors Important to Successful Music Teaching
Authentic-Context Learning Activities in Instrumental Music Teacher Education
Preservice Music Teachers' Conceptions of Teaching Effectiveness, Microteaching Experiences, and Teaching Performance
Perceptions of Beginning Teachers, Their Mentors, and Administrators Regarding Preservice Music Teacher Preparation
School Teacher
| Unique citing works | 27 |
|---|---|
| Citations per year | 1,93 |
| Citation span | 2012 - 2025 (14) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 27 |