- To address the undergraduate student’s transformation from student to teacher through program components and experiences.
- Facilitator: Cindy Wagoner
- Music Teacher Socialization ASPA Member Page
Group MembershipRegister or login to your account on this site to add this group to your SMTE profile.
UPDATE ON PROJECTS NEEDED
Please send updates on any research, publications, presentations, posters, or white papers you have been involved with related to Music Teacher Socialization so that I might update our page! Send these to email@example.com. Thank you!
SMTE Symposia 2017 Minneapolis
The call for proposals is out. Please feel free to contact other members of the Music Teacher Socialization ASPA to collaborate on presentation proposals for the upcoming Symposia. You may contact Cindy Wagoner firstname.lastname@example.org if you have any questions or need help finding others who might be willing to participate with you!
NAfME Research 2016 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 Socialization ASPA:
THURSDAY, MARCH 17
Presentation Session 1, 8:00 – 8:25
The Impact of Core Practices in Music Education on Curriculum, Teacher Socialization, and Professional Development for Beginning and Experienced Teachers
This interactive session will explore the concept of core practices in music teaching and their relationship to music curriculum, teacher socialization, and professional development for beginning and experienced teachers. Session participants will also help develop a research agenda for investigating core practices in music teaching and learning. (SMTE) Presenter: Sommer H Forrester,University of Massachusetts Boston, Boston, MA. Co-Presenter: Si Millican, University of Texas at San Antonio, San Antonio, Texas. Presider: Kyle Chandler, Arkansas State University. Chastain 1
Presentation Session 6, 1:30 – 1:55PM
That Experience Was the Reason I Chose a Performance Degree Rather than an Education Degree: Two Stories of Role Transformation
Music teacher identity has been studied for decades with various changing perspectives. There has been call to investigate this phenomenon via life narratives (Pellegrino, 2009). This study tells the stories of two professional performers who, after experiencing authentic teaching experiences, claim a professional identity as ‘music teacher.’ (SMTE) Presenter: Michael A. Raiber, Oklahoma City University, Oklahoma City, Oklahoma. Presider: Cynthia Wagoner, East Carolina University. Augusta Room 2
Poster Session 1, 4:30 – 6:30 PM (Overlook & Chastain 2)
Evolving Music Teacher Concerns and Professional Identity: Phase II of a Longitudinal Study. Beth E Gibbs, Grand Valley State University, Allendale, MI
“Was My Whole World About To Be Turned Upside Down?”: The Professional Socialization of Preservice Music Teachers into Elementary General Music Education. Martina Vasil, University of Kentucky, Lexington, KY
FRIDAY, MARCH 19
Presentation Session 12 9:30 -9:55 Theoretical Frameworks used to Examine Music Teacher Identity
In this session, we present five theoretical frameworks used to examine music teacher identity: symbolic interactionism, role identity, communities of practice, multiple dimensions of identity, and social identity theory. We discuss how these lenses have impacted study designs and findings and provide suggestions for future research. (SMTE) Presenter: Tami J. Draves, The University of Arizona, Tucson, AZ Co-Presenters: Sandy B. GoldieVirginia Commonwealth University, Richmond, VA; Erik Alan JohnsonColorado State University, Fort Collins, CO; Kristen Pellegrino, University of Texas at San Antonio, San Antonio, TX Presider: Cynthia Wagoner, East Carolina University. Augusta Room 2
ASPA Meeting: Music Teacher Socialization 10:30 AM-12:00 PM – Chastain 1
Please plan to join us! We will discuss ongoing projects (review our action plan below from SMTE 2015) and new directions!
Presentation Session 13, 2:30 – 2:55P PM
Addressing Equity and Inclusion through School-University Partnerships
Developed through work of the SMTE School-University Partnerships ASPA at the 2015 Symposium in Greensboro, North Carolina, presenters will profile successful school-university partnerships, which emphasize equity and inclusion in their design. Benefits, to all stakeholders, of using school-university partnerships to provide expanded contexts for learning and socialization will be discussed. (SMTE) Presenter: Elizabeth Menard, Bowling Green State University, Bowling Green, OH Co-Presenters: Edward R. McClellanLoyola University New Orleans, New Orleans, LA; Debbie O’Connel, lWinston-Salem State University, Winston Salem, North Carolina Presider: Sean Powell, University of North Texas. Augusta Room 2
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