Identity construction in ‘becoming ‘music teachers and the better teacher: a qualitative study
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2023
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Music Unleashed: ASME National Conference 2023
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Australian Society for Music Education (ASME)
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Melbourne Conservatorium of Music
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de Bruin, L. (2023). Identity construction in ‘becoming ‘music teachers and the better teacher: a qualitative study. [Abstract]. Music Unleashed: ASME National Conference 2023
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The development of instrumental music teacher identity is a complex and non-linear evolution effected by learning, experience, and environment. It includes progression from performer to educator, a pre-occupation with knowledge of self and creative processes to one who illuminates such processes and thinking in others, and the change from receiver of skills and knowledge to that of a giver as font of knowledge and wisdom. Engagement in an initial music teacher training program affords transformative learning journeys where students immerse in pedagogical, educational, and conceptual strategies and theories. Students cognitively and creatively oscillate between factual content knowledge and the values and attitudes shaped by revisiting their own learning experiences. Personal philosophies are crafted as soon to be music teachers reconcile the positive and affirming, and negative and damaging teaching they have experienced, journeying through their beliefs and value- forming self-judgements in becoming the better teacher. This qualitative study investigated the views of 12 students engaged in a pre-service Higher Education instrumental music teaching program in Melbourne, Australia. A diverse worldwide cohort evinced a range of learning experiences and the individual and communally driven aspects of personal and professional growth, highlighting that identity is not static but polymorphous, transforming, and a perpetually creative act, arguing that our teaching reflects not just who we are, but who we are becoming.