ABSTRACT

The purpose of this instrumental case study was to explore music student teachers’ perceptions of their professional identities. Participants were five music student teachers from an institution in the United States. I used two frameworks to explore, analyse, and interpret participants’ perceptions. Data included interviews, field notes, and work products from student teacher seminar. Analysis of data resulted in four themes: Evolving Identities, Shifting Concerns, Negotiating Tension, and Connecting with Others. Participants’ descriptions of their professional identities changed and gained clarity and complexity throughout the student teaching experience. Concerns expressed by participants progressed generally in line with the teacher concerns model. Participants experienced various types of tension that they negotiated during student teaching. Relevant others were key in building their self-concept as teachers. Implications for music teacher educators and future research are suggested including identity learning for preservice music teachers and addressing tensions in identity development.

抽象的

本案例研究的目的是探讨音乐学生教师对其专业身份的看法。参加者是来自美国某机构的五名音乐学生老师。我使用了两个框架来探索，分析和解释参与者的看法。数据包括访谈，现场笔记和学生教师研讨会的工作成果。数据分析产生了四个主题：身份演变，关注转移，谈判紧张以及与他人联系。在整个学生的教学过程中，参与者对其专业身份的描述发生了变化，并且变得更加清晰和复杂。参与者表达的担忧总体上与教师关注模型一致。学员在学生教学过程中经历了各种形式的紧张情绪。相关的其他人对于树立他们作为教师的自我观念至关重要。建议对音乐教师的教育者和未来的研究包括对职前音乐教师的身份学习和解决身份发展中的紧张关系。