Welcome to the 2018 Music in Schools and Teacher Education Commision (MISTEC) Seminar at NYU Prague - July 8-12, 2018.
Back To Schedule
Wednesday, July 11 • 4:30pm - 5:30pm
Paper 9: A life-long perspective to growing music teacher identity

Sign up or log in to save this to your schedule, view media, leave feedback and see who's attending!

Feedback form is now closed.
The paper presents a life-long perspective and ecological approach to growing music teacher identity. It posits that growing the music teacher identity involves working towards episodes when music teachers feel close to the core of their beings as music teachers. In view of diverse possibilities of music teacher identity and the broader goals of music teacher growth, the study adapted transformative learning theory in support of the growth of music teacher identity. The paper frames the discussion on music teacher growth to examine the links between biography, identity and sense of agency. It argues that music teacher identity is a unique composite of different facets of one’s self – the ethical self, self-efficacy, self-concept, possible self, emotional self, teaching self, musical self, we-self and more. It urges for an openness to broader definitions, different images of quality, and different possibilities of a music teacher identity. It also argues for a broadened definition of transformative learning as a theoretical frame for understanding and promoting the growth of music teachers. This transformative learning is one that goes beyond focussing on the rational and critical thinking to focussing on the whole being of the person. Using a two-phase, exploratory, mixed methods design, the research integrated both phenomenological and quantitative perspectives. The Phase 1 qualitative study of 12 participants revealed themes that supported transformative learning drawn from what these participants considered to be critical turning points in the development of their professional identities. The Phase 2 questionnaire study (n=168) showed the extent to which different types of music experiences, perceived music abilities and other developmental opportunities are positively or negatively associated with the perceived music teaching abilities and identity of different groups of music teachers (specialists and generalists, primary and secondary, beginning and experienced teachers). The findings suggest that transformative learning experiences were created by interactions between teachers’ personal identity, their activist identity, their music and teaching experiences, the impact of students, their social relationships, and the opportunities and pragmatic tensions afforded by the ecological nature of the social world. The areas that influence teacher growth, paradoxically, could also be the same areas that inhibit teacher growth. This ecological perspective to learning could help shift our focus from “What we can do for teachers’ professional development?” to “What conditions could support or prevent positive transformative learning of music teachers?”.

avatar for Siew Ling Chua

Siew Ling Chua

Singapore Teachers' Academy for the aRts

Wednesday July 11, 2018 4:30pm - 5:30pm CEST
Havel Room