Abstract and Keywords
This chapter begins with a philosophical and research-based justification for facilitating teacher identity development in teacher education and music teacher education and then reviews related music teacher identity literature. After offering an overview of methods and theoretical frameworks associated with examining music teacher identity in research, the chapter highlights music research in four ways. First, it explores music identity research using symbolic interactionism theoretical frameworks, then using sociocultural/cultural-historical theoretical frameworks. Next, it presents some music identity research that focused on issues surrounding diversity, and lastly, it describes collaborations with members of the Society of Music Teacher Educators’ music teacher identity development Area of Strategic Planning and Action. Interspersed throughout the chapter are examples of activities and questions one might use with preservice music teachers. Finally, the chapter ends with a summary, suggestions for further research, and conclusions.
Keywords: identity, music teacher education, music teacher educators, music teacher identity, preservice music teachers, preservice music teacher identity, teacher education, teacher identity development
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