Title: Examining Music Teacher Identity: Reassessment on Perceptions of Stringed Instrument Teachers During a Pandemic
Stream: Arts - Teaching and Learning the Arts
Presentation Type: Oral Presentation
Elizabeth Reed, Miami University, United States
The original purpose of this study was to investigate the perceptions of music teacher identity (MTI) among stringed instrument teachers (SITs) who are alumni of the University of South Carolina String Project authentic context preservice teacher education program. Initially this study used SITs (N=3) reflective review of preservice and inservice teaching video stimuli to examine their perceptions of similarities and differences in MTI to reveal professional growth over time. Results indicated that post-second stage music teachers continue to be reflective and to adapt to their contextual environment as they strive for expertise. While some aspects of preservice and inservice teaching are the same, their MTI has evolved over time. The current study, five years later, reassessed the SITs perception of MTI during a global pandemic. The SITs reflected on their continued adaptability to teach music in a virtual or hybrid setting and discussed if the pandemic changed their focus of MTI within Beijaard et al.’s (2000) aspects of being a subject matter, didactical, or pedagogical teaching expert.
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