Shifting Frames: Two Doctoral Students' Identity Construction as Music Teacher Educators

Autor/inn/en	Tucker, Olivia Gail; Adams, Kari
Titel	Shifting Frames: Two Doctoral Students' Identity Construction as Music Teacher Educators
Quelle	In: International Journal of Music Education, 41 (2023) 4, S.663-674 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tucker, Olivia Gail) ORCID (Adams, Kari)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/02557614221145508
Schlagwörter	Professional Identity; Music Education; Music Teachers; Doctoral Students; Doctoral Programs; Teacher Educators; Teacher Education Programs; Professional Autonomy; Mentors; Psychological Patterns; Transformative Learning; Teacher Attitudes; Texas + Suchen Sie Ihr Suchwort? Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Berufsfreiheit; Pädagogische Transformation; Lehrerverhalten
Abstract	The purpose of this study was to examine our music teacher educator (MTE) identity construction. Our research questions were: (a) How did we describe our MTE identity construction during our doctoral education? and (b) What experiences were most salient in our MTE identity construction during our doctoral education? We used basic qualitative methods to conduct a self-study of our transition from music educators to teacher educators. Hermans and Hermans-Konopka's dialogical self theory was our theoretical framework. Through analysis, our findings coalesced around three themes: (a) experiences of uncertainty and tension related to who we were as people; (b) wrestling with uncertainty through internal conflict, open-ended mentorship, gradually adopting nuance, fearing rejection, and seeking acceptance; and (c) an expanded sense of self as we incorporated parts of being an MTE into our whole selves, embraced agency in meaning-making, accepted tension, and began offering transformative experiences to our students. Implications for music teacher education are discussed. [This study was presented at the 2021 International Symposium on the Sociology of Music Education, virtual conference hosted by the Inland Norway University of Applied Sciences.] (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01