Music Teacher Resilience: Identity Transitions During the Early Years of Teaching

• In Event: 67.049 - Preservice and Early Career Music Educators

Abstract

Researchers have investigated music teacher identity development (MTID) using various theoretical frameworks, such as social interactionism/occupational identity, motivation/self-efficacy, or cultural-historical frameworks. However, this is the first MTID examination as viewed through the combined lenses of teacher resilience and Olsen’s teacher identity theory. The purpose of this descriptive case study is to examine music teachers over a three-year period (from preservice teacher orientations to teaching through the first two years of full-time teaching) to understand their identity transitions during the first years of teaching. Research questions were:
• In what ways were participants’ pre-teaching orientations strengthened, maintained challenged, or changed during teaching?
• In what ways were participants’ teaching identity influenced by their teaching contexts or their personal resources?

Authors

• Kristen Pellegrino, The University of Texas - San Antonio

• Cynthia L Wagoner, East Carolina University

• Sean Powell, University of North Texas

• Erik Alan Johnson, Colorado State University