Identity formation and possible selves of early career instrumental music teachers: A qualitative study

IF 1.6 3区心理学 0 MUSIC

Psychology of Music Pub Date : 2025-04-11 DOI:10.1177/03057356251320976

Leon de Bruin

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引用次数: 0

Abstract

Teacher identity is a complex and non-linear evolution involving knowledge, skill, formation, transformation, and scrutiny of what one is doing and who one can become. This phenomenological investigation studied the views of 12 early career instrumental music teachers working professionally in Melbourne, Australia. Utilising possible selves theory, interpretative phenomenological analysis revealed anxieties and stresses of novice teacher experiences, the measuring up and barrier breaking of professional models and relations, and evolving possible selves from past and present experiential encounters. Current identity perceptions shaped future goals that were crafted through an agentic reality in which music teachers reconciled their training, and apriori experiences with their existential positioning in the field. Participants oscillated between knowledge, values, attitudes, and learning experiences, reflecting on past and current experiential episodes and events and how these shape trajectories and provide a future vision of professional role and status. Findings suggest teacher identity as a dynamic, holistic interaction mediated across facets including prior experiences, schooling, ones’ teacher education experience, professional experience and current teaching contexts, and career plans and imagined trajectories. Implications are proposed for music teacher education, quality collaborations between school and employment destinations and teacher training that prepares for the complex secondary education field.

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早期职业器乐教师身份形成与可能自我的质性研究

教师身份是一个复杂的、非线性的演变过程，涉及知识、技能、形成、转变，以及对自己正在做什么和可以成为谁的审视。本研究对澳大利亚墨尔本12名早期职业器乐教师的观点进行了现象学调查。利用可能自我理论，解释现象学分析揭示了新手教师经历的焦虑和压力，专业模式和关系的衡量和障碍打破，以及从过去和现在的经验遭遇中演变的可能自我。当前的身份感知塑造了未来的目标，这些目标是通过音乐教师协调他们的训练和先验经验与他们在该领域的存在定位的代理现实来制定的。参与者在知识、价值观、态度和学习经历之间摇摆，反思过去和现在的经验事件，以及这些事件如何塑造轨迹，并提供未来职业角色和地位的愿景。研究结果表明，教师身份是一种动态的、整体的相互作用，包括先前的经历、学校教育、教师教育经历、专业经验和当前的教学环境、职业规划和想象的轨迹。对音乐教师教育、学校和就业目的地之间的高质量合作以及为复杂的中等教育领域做准备的教师培训提出了建议。

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来源期刊

Psychology of Music Multiple-

CiteScore

4.00

自引率

17.60%

发文量

期刊介绍： Psychology of Music and SEMPRE provide an international forum for researchers working in the fields of psychology of music and music education, to encourage the exchange of ideas and to disseminate research findings. Psychology of Music publishes peer-reviewed papers directed at increasing the scientific understanding of any psychological aspect of music. These include studies on listening, performing, creating, memorising, analysing, describing, learning, and teaching, as well as applied social, developmental, attitudinal and therapeutic studies. Special emphasis is placed on studies carried out in naturalistic settings, especially those which address the interface between music psychology and music education.