Transitioning from music teacher education to professional life
Spatially situated possible selves
Bibliographic Data
| ID | 22414604 |
|---|---|
| Authors | Catharina Christophersen (0000-0002-2040-8535, Western Norway University of Applied Sciences Faculty of Teacher Education, Arts and Sports, corresponding author), Silje Valde Onsrud (0000-0003-1977-7541, Western Norway University of Applied Sciences Faculty of Teacher Education, Arts and Sports) |
| Year | 2026 |
| Pages | 1-12 |
| Publication date | 2026-03-27 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0265-0517 • E-ISSN: 1469-2104 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0265051726100837 |
| OpenAlex | W7141727935 |
| Language | EN |
| References cited | 21 |
This article explores how pre-service music teachers in Norway reflect on their future professional identities and career trajectories during the final year of a five-year generalist teacher education programme. We analyse two group interviews with eight participants – one conducted during the writing of their master’s theses and one shortly after submission. The study is framed by the concept of spatially situated possible selves , combining Markus and Nurius’ theory of possible selves with Massey’s spatial theory to examine how imagined futures could be shaped by institutional, geographic, and social contexts. Thematic analysis reveals four key areas of reflection: career awareness, the influence of past experiences, the shaping role of music teacher education, and the participants’ hybrid positioning between student and teacher roles. Findings suggest that the master’s thesis serves as a transitional tool for professional development and identity formation. We argue that music teacher education can be understood as a contested and evolving space – a multiplicity of ‘stories-so-far’ – where future selves are imagined, negotiated, and constrained.
Activity Theory · Music education · Professional development · Situated · Situated learning · Student teacher · Teacher education · Thematic analysis · Diverse Music Education Insights · Educational Theory and Curriculum Studies · Innovative Education and Learning Practices
Exploring music student teachers’ professional identities
Students’ Perspectives on the Master’s Degree in Music Education
Newly qualified teachers as a resource in school in a micropolitical perspective
Why (not) be a music teacher? Exploring pre-service music teachers’ sources of concern regarding their future profession
Possible selves
Constituting an archive
A Longitudinal Study of Preservice Music Teacher Development
Comparing Field-Teaching Experiences
Connecting the Social and the Musical
| Highly cited | No |
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