Our goal is to address the preservice music teacher’s transformation from student to teacher through program components and experiences. Through research and collaboration, we seek a deeper understanding of the complexities of the interactions of multiple identities. Focusing on the self as a teacher, we seek to empower our students and encourage their growth as professional music educators.
Facilitator: Cindy Wagoner
Learn more about this ASPA by listening to the following audio podcast:
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ASPA MEETING MARCH 23, 2018
Our meeting at the National Conference for Research and Teacher Education in Atlanta will be held on Friday, March 23 at 1:00 PM in Augusta 3. Please join us to plan future collaborative projects!
if you can’t attend, please email Cindy Wagoner at firstname.lastname@example.org for notes and inclusion in our activities!
NAfME Research 2018 Atlanta
The schedule for the conference in Atlanta has been rolled out. Congratulations to all who are presenting during the conference. Below are some highlights related to the Music Teacher Identity ASPA.
Thursday, March 22, 2018
8:30 – 8:55 Augusta 1 “Outsider Within”: Dana’s Story
Tami Draves, University of North Carolina Greensboro
10:30 – 10:55 Augusta 1 “One Leg In One, and One Leg in the Other”: The Role-identities of Two Vernacular Musicians as Music Educators
Mark Adams, University of Delaware
10:30 – noon Augusta 3 SRIG Session
Gender and Sexuality: Negotiating Gay Identity And Teacher Identity In The Choral Classroom.
Nicholas McBride, The College of New Jersey
Transvocality and Transgender Identity Formation in the Context of Choral Education
Jude Rosas-Ruelas, University of Utah
4:00 – 5:30 Poster Session I
A Social-cognitive Theoretical Framework for Examining Music Teacher Identity
Edward McClellan, Loyola University New Orleans
Friday, March 23, 2018
9-9:55 AM Diversity and Inclusion Panel C, Chastain G/H
Strategic essentialism must work in solidarity with post-foundational concepts of self, whereby identity, art, and curriculum are understood as intersectional, hybrid, and relational.
Randall Allsup, Teachers College, Columbia University
1 – 2:25 Augusta 3 ASPA Meeting :Music teacher identity development
Help us plan for the next year as we continue our work from SMTE, discuss the acceptance rates for our work, and discuss moving forward and bridging identity research across ASPAs in deeper, meaningful ways!
3:30 – 3:55 Augusta 3 Music Teacher Identity Development: A Longitudinal Study
Kristen Pellegrino, University of Texas at San Antonio; Sean Powell, University of North Texas; Cindy Wagoner, East Carolina University; Erik Johnson, Colorado State University
3:00 – 3:55 Chastain G/H; Diversity and Inclusion Panel D Philosophical and pedagogical considerations enhance the visibility of native American history, culture, and identity in music education.
Brigetta Miller, Lawrence University
4:00 – 5:30 PM Poster II Overlook & Chastain 2
“Choir is for Girls”: Intersectional Mixed Methods Perspectives on Adolescent Gender Identity, Singing Interest, and Choral Music Participation
Briana Nannen, Marshall University
The Evolution of Professional Music Teacher Identity: A Comparison of String Project Alumni within Teaching Career Cycles
Elizabeth Reed, University of South Carolina
Saturday, March 24, 2018
8:30-8:55 Chastain D A Foot in Both Worlds: Navigating the Landscapes of Public School Post-doctorate, An Auto-ethnography
Jennifer Greene, Fayetteville-Manlius HS; Heather Cote, Westwood HS; Matt Koperniak, Riverwatch MS; Laura Stanley, Brookwood HS
9:00 – 9:55 SMTE Summary Session, Chastain G/H
11:00 – 12:30 Poster Session III Overlook & Chastain 2
The Role of Differing Student Teaching Placement Structures in Preservice Music Teacher Occupational Identity Development
Sandy Goldie, Virginia Commonwealth University
Musician, Teacher, Researcher, and Mentor: Identity Development for Music Education Doctoral Students
Alden Snell II, Eastman School of Music; Elizabeth Bucura, Eastman School of Music
SMTE 2017 ACTION PLAN
1. Examination of Marginalized Identities: Led by Mark Adams.
2. Proposal for Early, Middle, and Late Preservice Music Teacher Identity Pedagogical work. “?: Pedagogies of Identity: Early, middle, and late program best practice” If this isn’t accepted, discuss possible publication work.
Future goals established for NAfME 2018
- Taking identity research in new directions. (New ideas and avenues to develop)
- Work toward research on marginalized identities in music education, including types of musicianship, educational, curricular, cultural or personal obstacles.
- A holistic view of identity: embracing how many different aspects of identity interact with the development of occupational identity.
SMTE 2015 – Action Plan
The following research projects are in the planning stages:
- Music teacher identity as marginalized within the music profession, Project leader TBA
- Presentation proposal planned for NAfME
Emergent frameworks for multiple case studies (Meta-analysis) Project led by Kristen Pelligrino (Kristen.Pellegrino@utsa.edu)
- Two groups working to present cohesive look at frameworks for examining music teacher identity for NAfME conference
- Future study: Synthesis of a framework
- Multiple case studies using frameworks for understanding identity transformations
- Metaphor, led by Cindy Wagoner (email@example.com)
- Mentoring, group leader TBA
- Future study: Meta-analysis of case studies
- Examination of resiliency in music teacher identity (Pelligrino)
- Examination of artistry as a part of music teacher identity (Johnson)
- ASPA planning meeting in March 2016, at NAfME in Atlanta
- Collect a cache of cases illuminating personal transformations
- Identifying additional factors influencing and interacting with music teacher identity construction (cognitive complexity, gender, sexuality, ethnicity, socio-economics, developmental attributes of preservice teacher)
- Continue investigating key themes, issues, models of research, and develop research agendas and action plans.
Music Teacher Identity Research Database
Searchable database still being developed to be more accessible to ASPA membership. This will soon become a collaborative effort where any person in the ASPA can contribute Research updates- projects and ideas. The database is currently housed under UNCG School of Music Theatre and Dance, Music Research Institute, Identity Database (Wagoner)
Cooperating Teacher Resource Database
If you are interested in contributing to Warren Haston’s online Cooperating Teacher Resource Database (https://sites.google.com/site/cooperatingteacherresources/), please contact him directly at firstname.lastname@example.org. You may contribute print and/or digital media to this fantastic and growing collection of useful resources to aid cooperating teachers.
NAfME 2014-St. Louis
The MTS ASPA met in St. Louis. Notes from the meeting follow.
Update of projects Databases
- Searchable database still being developed to be more accessible to ASPA membership. This will soon become a collaborative effort where any person in the ASPA can contribute Research updates- projects and ideas. The database is currently housed under UNCG School of Music Theatre and Dance, Music Research Institute, Identity Database (Wagoner)
o Undergraduate experiences designed to address 3 levels of teacher concerns (self, task, student)
- (Haston) Creation of new database of successful/role model cooperating teachers (one-page guides/teaching-mentoring videos/webinars)
- (Sandy Goldie)Relationship between performer identity and the level they end up teaching in schools
- (Sandy Goldie) – student teacher placement study – (configuration and its impact on identity)
- (Nancy Whitaker) Longitudinal study- identity construction, what is a EDTPA participant and how that impacts teacher efficacy- pre student teaching, during, and early career.
o Rich Edwards- EDTPA students seem to handle the new assessment rigors better than the veteran teachers
- (Isbell) The role of the college ensemble director in the socialization of future music teachers? CBDNA Ithaca College Conference on Instrumental Music Education is taking place June 29 – July 1, 2014
- (Isbell), Update article in press
- Cooperating teachers are critical figures in the development of teacher identity.
o Student teacher supervisor – cooperating teacher placement and relationships o How are cooperating teachers socialized into their position as mentors
- Pressure to be a performer and/or competition: influencing preservice instrumental teachers to move toward general music positions.
- Course load and the implications for identity development
The MTS ASPA met in Greensboro and had a productive discussion about several project ideas to be discussed further in St. Louis in 2014.
2012 NAfME Conference in St. Louis
The MTS ASPA met in St. Louis and had a productive discussion about the possibility of a book proposal. We envision a a Handbook of Music Teacher Socialization, with several parts–for cooperating teachers, for undergraduates, for music teacher educators, for pre-collegiate students, for veteran K12 mentors of K12 novices, for administrators and/or music supervisors. The book would be about practical applications of research, with possible online supplemental materials, and we would put out a call for chapter authors from each of these groups. If you have any ideas about this project, please contact Dan Isbell or Warren Haston (MTS ASPA co-facilitators). One useful resource being developed:
- Michael Raiber, David Teachout, Warren Haston and Dan Isbell are compiling a list of events/activities for use in developing undergraduate music education students’ teacher identities. It will be a searchable database linked through this SMTE page.
Music Teacher Socialization Resources Origin and Evolution of the Music Teacher Socialization ASPA The Transition from Music Student to Music Teacher: A Summary of the Research Literature Roles, Identity, Socialization, and Conflict: The Transition from Music Student to Music Teacher (A Literature Review) – narrative An Examination of the Transition from Primary to Secondary Socialization of Music Educators