Music teacher identity development
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.
Facilitators:
Olivia Tucker, University of New Mexico (otucker@unm.edu)
Nicole Ramsey, Drake University (nicole.ramsey@drake.edu)
To join the Music Teacher Identity Development Google Group:
send an email to MusicTeacherIdentity@googlegroups.com
Group Membership
Register or login to your account on this site to add this group to your SMTE profile.
WORKING SESSION MINUTES
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 wagonerc@ecu.edu 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, 20188:30 – 8:55 Augusta 1 “Outsider Within”: Dana’s StoryTami 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
“Choir is for Girls”: Intersectional Mixed Methods Perspectives on Adolescent Gender Identity, Singing Interest, and Choral Music Participation4:00 – 5:30 PM Poster II Overlook & Chastain 2
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 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 a 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 (wagonerc@ecu.edu)
- 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
SMTE 2013
The MTS ASPA met in Greensboro and had a productive discussion about several project ideas to be discussed further in St. Louis in 2014.
SMTE 2017 - Action Plan
- Examination of Marginalized Identities: Led by Mark Adams.
- 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.
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
Discussion topics
- 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
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.
Ongoing Goals & Projects
Ongoing Goals
- 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.
Ongoing Projects
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 haston@hartford.edu. You may contribute print and/or digital media to this fantastic and growing collection of useful resources to aid cooperating teachers.
Resources
Members
Kristen Albert
West Chester University of PA
kalbert@wcupa.edu
Chris Barber
Owasso, OK
chris.barber@owasso.k12.ok.us
Margaret Berg
University of Colorado-Boulder
margaret.berg@colorado.edu
Wes Brewer
Roosevelt University
wesley.brewer@me.com
Susan Bruenger
University of Texas – San Antonio
susan.bruenger@utsa.edu
Carolyn Cruse
Michigan State University
crusechoir@yahoo.com
Charlene Dell
University of Oklahoma
cdell@ou.edu
Tami Draves
University of Arizona
tdraves@email.arizona.edu
Susan Conkling
Boston University
drc@bu.edu
Rich Edwards
Ohio Wesleyan University
rdedward@owu.edu
Donna Emmanuel
University of North Texas
demmanuel@music.unt.edu
Don Ester
Ball State University
dester@bsu.edu
Sandy Goldie
University of Florida
sandygoldie1@gmail.com
Jason Gossett
Penn State University
jbg190@psu.edu
BettyAnne Gottlieb
Michigan State University
gottli19@msu.edu
Jennifer Greene
Fayetteville-manilus Schools (NY)
jgreene@fmschools.org
David J. Greennagel
Virginia Commonwealth University
djgreennagel@vcu.edu
Julie Hagen
Michigan State University
hagenjul@msu.edu
Jan Harriott
University of Nebraska – Kearney
harriottjm@unk.edu
Warren Haston
The Hartt School
haston@hartford.edu
Daniel Hellman
Missouri State University
DanielHellman@MissouriState.edu
Ryan Hourigan
Ball State University
rmhourigan@bsu.edu
Greg Hurley
East Carolina University
hurleyc@ecu.edu
Dan Isbell
Ithaca College
disbell@ithaca.edu
Kenneth Jeffs
University of Missouri
kcj7t4@mail.missouri.edu
Dan Johnson
University of North Carolina – Wilmington
johnsond@uncw.edu
Erik Johnson
domisol@aol.com
Nate Kruse Case
Western University
nathan.kruse@case.edu
Roy Legette
University of Georgia
rlegette@uga.edu
Carla Maltas
University of Central Missouri
maltas@ucmo.edu
Jeff Marlatt
Shenandoah University
jmarlatt@su.edu
Lisa Martin
University of Colorado-Boulder
lisa.martin@colorado.edu
Ed McClellan
Loyola University
emcclell@loyno.edu
Abigail McHugh-Grifa
Eastman School of Music
abigailmchugh@hotmail.com
Peter Miksza
Indiana University
pmiksza@indiana.edu
Michael W. Moore
Bob Jones University
mmoore@bju.edu
Steve Oare
Wichita State University
steve.oare@wichita.edu
Valerie Peters
Université Laval
valerie.peters@mus.ulaval.ca
Ken Phillips
Palm Beach Atlantic University
ken_phillips@pba.edu
Joe Piccirillo
NYC Public Schools
jspiccirillo@gmail.com
Stephanie Prichard
University of Colorado
stephanie.prichard@colorado.edu
Michael Raiber
Oklahoma City University
maraiber@okcu.edu
Elizabeth Robbins
Georgia State University
elizabethdrobbins@yahoo.com
Heather Shouldice
Michigan State University
nelsonhe@msu.edu
Crystal Sieger
Case Western Reserve
cas235@case.edu
Marcelyn Smale
St. Cloud State University
smale@stcloudstate.edu
Stephanie Standerfer
Shenandoah University
sstander@su.edu
Jennifer L. Stewart
University of North Carolina – Greensboro
jlstewa7@uncg.edu
David Stringham
James Madison University
stringda@jmu.edu
David Teachout
University of North Carolina – Greensboro
djteacho@uncg.edu
Linda Thornton
Penn State University
lct12@psu.edu
Mary Wagner
James Madison University
mscello@cox.net
Cindy Wagoner (ASPA Facilitator)
East Carolina University
wagonerc@ecu.edu
Nancy Whitaker
University of Wisconsin-Parkside
whitaker@uwp.edu
John L. Whitener
University of Southern California
whitener@usc.edu
Danielle Woolery
Texas Woman’s University
dwoolery@twu.edu