A Grounded Theory of Early Preservice Music Teacher Identity Development

IF 1.2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Music Education Pub Date : 2024-03-21 DOI:10.1177/00224294241236657

Nicole K. Ramsey, Heather Babb Graham, Tami J. Draves, Drew Brooks

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Abstract

The purpose of this grounded theory was to discover the process of undergraduate students’ music teacher identity development in the first 2 years of their preservice music education program. Participants in this study were 21 undergraduate students from an introduction to music education course. We collected multiple types of data, including interviews and written artifacts, from a course-based undergraduate research experience that focused on music teacher identity development. Consistent with Charmaz’s approach, data collection and analysis were grounded in a constructivist paradigm. We analyzed participants’ music teacher identity development in a cyclical, three-phase process during the early years of their undergraduate teacher education programs. The three phases involved (a) outer experiences and interactions, (b) inner reflective processes, and (c) actions based on their reflections. The phases were situated within the context of participants’ developing sense of self. Central to this process was the students’ personal development, particularly as individuals in the stage of late adolescence.

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早期职前音乐教师身份发展的基础理论

本基础理论研究的目的是发现本科生在职前音乐教育课程头两年的音乐教师身份发展过程。本研究的参与者是音乐教育入门课程的 21 名本科生。我们从基于课程的本科生研究体验中收集了多种类型的数据，包括访谈和书面作品，重点关注音乐教师的身份发展。与 Charmaz 的方法一致，数据收集和分析均以建构主义范式为基础。我们分析了参与者在本科师范教育课程初期的音乐教师身份发展的一个循环往复的三阶段过程。这三个阶段包括（a）外在体验和互动，（b）内在反思过程，以及（c）基于反思的行动。这些阶段都是在学员自我意识发展的背景下进行的。这一过程的核心是学生的个人发展，特别是作为处于青春期后期的个体。

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来源期刊

Journal of Research in Music Education Multiple-

CiteScore

3.40

自引率

7.10%

发文量

期刊介绍： The quarterly Journal of Research in Music Education comprises reports of original research related to music teaching and learning. The wide range of topics includes various aspects of music pedagogy, history, and philosophy, and addresses vocal, instrumental, and general music at all levels, from early childhood through adult.