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Link to Thesis: http://espace.library.uq.edu.au/view/UQ:358003/s4273630_mphil_submission.pdf

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Abstract/Summary/Outline:

This study aimed to explore the occupational identities of early-career music teachers. Specifically, the project investigated how the occupational identities of two Chinese music teachers were influenced and shaped by pedagogical content knowledge and skills, professional knowledge and skills, self-knowledge, performer/teacher identities, and school context. Previous literature suggests that early-career teachers usually face inconsistencies between their expectations of what music teachers are and what they do, and the reality of how they are to survive and function in their workplaces (Ballantyne, 2007a; Cook, 2009; Kagan, 1992; Perkins & Triantafyllaki, 2013; Wagoner, 2011). Those who fail to adjust their expectations to the real teaching environment may experience frustrations or drop out of the teaching occupation. An effective way to secure teachers’ commitments to their occupation and ensure success in the field is to develop a functional and productive teacher identity (Akkerman & Meijer, 2011; Ballantyne, 2005; Ballantyne, Kerchner, & Arostegui, 2012; Beauchamp & Thomas, 2009; Britzman, 2003; Hoban, 2007; Scheib et al., 2007), as identity can shape the teacher’s disposition, professional expectations, and occupational obligations (Hammerness, 2005). Negotiation between idealised and realised identities can be especially difficult for music teachers (Ballantyne, 2007a) because they also face the challenge of inadequate resources, multiple responsibilities, high workload, professional isolation, and a low level of music perception in school communities (Wagoner, 2011)...

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