Exploring relationships between teacher identities and disciplinarity

Ballantyne, Julie and Grootenboer, Peter (2012) Exploring relationships between teacher identities and disciplinarity. International Journal of Music Education, 30 4: 368-381. doi:10.1177/0255761412459165

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Author Ballantyne, Julie
Grootenboer, Peter
Title Exploring relationships between teacher identities and disciplinarity
Journal name International Journal of Music Education   Check publisher's open access policy
ISSN 0255-7614
1744-795X
Publication date 2012-11
Sub-type Article (original research)
DOI 10.1177/0255761412459165
Open Access Status
Volume 30
Issue 4
Start page 368
End page 381
Total pages 14
Place of publication London, United Kingdom
Publisher Sage
Collection year 2013
Language eng
Abstract The relationships between discipline specialization, teacher identity, and pedagogy can be seen as the crux of practice in the music classroom – impacting on all the actions of the teacher, both within and outside the classroom. Crucially, the impact of music teacher identity on the nature of music teaching and learning is one that has the potential to illuminate influences underlying the professional practices of teachers. This project explores how experienced, well-regarded teachers define their own identities, and implications of such identities to their practice. The primary mode of data collection was through extended semi-structured interviews, although observations of the classroom were also undertaken. Grounded theory analysis techniques were utilized, involving inductive and deductive coding to develop themes and sub-themes. The structured data set was then used to theorize the central topics of the study, while always returning to the empirical data for verification and exemplification. Findings suggest that music teachers identify firstly as performing musicians, and this impacts greatly on the way they perceive themselves in their teaching practice. The analysis raises questions about useful ways for music educators to conceive of their professional identities. Findings have the potential to provide insights into improving classroom practice.
Keyword Identity
Music teachers
Pedagogy
Professional identities
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online: 1 October 2012.

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2013 Collection
School of Music Publications
 
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Created: Wed, 03 Oct 2012, 16:49:52 EST by Dr Julie Ballantyne on behalf of School of Music