Music education undergraduates’ construction of music teacher role-identity
Bibliographic Data
| ID | 21490136 |
|---|---|
| Authors | Chengcheng Long (0000-0002-6866-5573, Arizona State University, corresponding author) |
| Year | 2024 |
| Volume | 42 |
| Issue | 3 |
| Pages | 381-393 |
| Publication date | 2024-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0255-7614 • E-ISSN: 1744-795X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/02557614231171649 |
| OpenAlex | W4367678935 |
| Language | EN |
| Citations received | 2 |
| References cited | 18 |
The purpose of this study was to explore Chinese music education undergraduates’ music teacher role-identities. Data were collected through focus groups and individual interviews. A qualitative content analysis, using McCall and Simmons theory of role-identity as the theoretical framework, revealed that each of the 25 students’ imaginative view of self as a music teacher was an ongoing process of negotiation during their undergraduate education. Students were consistently negotiating the content of their own music teacher role-identities through balancing their needs for rewards from others and their own self-support. Students described the conventional character of a teacher as being respectful, responsible, and fair and the role of a teacher as acting professionally in music and teaching through cognitive role-taking and improvisation, as well as expressive enactment and negotiations. Students were active agents in constructing their role-identities, bringing their own idiosyncratic interpretations to music teacher positions. McCall and Simmons’ prominence and salience hierarchies helped understand how students valued their music teacher role-identity, compared to their other role-identities. Implications and suggestions for music teacher education policy and practices in China and in other countries are discussed to facilitate undergraduates in constructing music teacher role-identities
Aesthetics · Art · Cognitive psychology · Identity negotiation · Improvisation · Mathematics education · Music education · Negotiation · Pedagogy · Sociology · Teacher education · Visual arts · Communication in Education and Healthcare · Diverse Music Education Insights · Psychology · Teacher Education and Leadership Studies
Planning Focus Groups
When to Use Focus Groups and Why
Preservice Music Teacher Occupational Identity Development in an Early Field Experience
Identities and Interactions
A good news story
An Exploration of Reflective Dialogue between Student Teachers in Music and Their Cooperating Teachers
Learning From Teaching Experience
The Music Teacher's Dilemma — Musician or Teacher? / Das Dilemma des Musiklehrers — Musiker oder Lehrer
Knowledge and Teaching
Qualitative Research Design
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |