Multi-instrumental musicianship appears in various musical traditions, also frequently figuring in systems of music teacher education. Multi-instrumentalism covers forms of musical creativity and versatile professionalism that differ from ideologies of specialization often emphasized in instrumental music education. Thus, it is relevant to ask whether and how multi-instrumentalism might also shape music teacher identities. This question was explored through a case study of three experienced multi-instrumental teachers in the Swedish system of Schools of Music and Performing Arts – exemplifying a context in which teachers have large freedom to shape their work. Teacher narratives were analyzed with reference to the binary oppositions between versatility versus specialization and musician versus teacher. The results show that multi-instrumentalist teachers may not only occupy subject positions as versatile all-round musicians, but that they may also carve their identities as specialized performers, or adopt teacher-focused identities such as gamemaster, coach, or counselor. Furthermore, for some teachers, the shifts between instruments may themselves involve shifts between such subject positions. Based on our findings, multi-instrumentalism appears as a potent teacher resource within educational systems which are extensively driven by students’ needs and interests.

多种乐器的音乐风格出现在各种音乐传统中，并且在音乐教师教育系统中也经常出现。多种乐器形式涵盖了音乐创造力和多功能专业形式，这些形式与乐器音乐教育中经常强调的专业化意识形态有所不同。因此，有必要问一下，多种乐器是否也将如何塑造音乐教师的身份。通过对瑞典音乐与表演艺术学校系统中的三名经验丰富的多乐器教师进行案例研究，探讨了这个问题–举例说明了教师在很大程度上可以自由地创作自己的作品。参照多功能性与专业性以及音乐家与教师之间的二元对立来分析教师的叙事。全方位的音乐家，但他们也可以刻画自己作为专业表演者的身份，或采用以教师为中心的身份，例如游戏管理员，教练或辅导员。此外，对于某些教师而言，乐器之间的转换本身可能涉及这些科目位置之间的转换。根据我们的发现，多种工具主义在教育系统中似乎是强大的教师资源，而教育系统在很大程度上受到学生的需求和兴趣的驱动。