While constructivist theory is widely promoted in pre-service music teacher education, there has been a lack of research conducted to reveal the ways in which the theory is individually personalized, then subsumed, translated and adopted into in-service classroom teaching practice. To address this shortfall, this article explores some of the ways…

This study investigates pre-service music teacher's (PSMT) perceptions of their professional identities. University-level education students in the United States America (USA), Spain and Australia were all asked interview questions based on general themes relevant to teacher identity development, and their responses were subjected to content…

The relationships between discipline specialization, teacher identity, and pedagogy can be seen as the crux of practice in the music classroom--impacting on all the actions of the teacher, both within and outside the classroom. Crucially, the impact of music teacher identity on the nature of music teaching and learning is one that has the…

This article reports the findings of a study exploring early-career music teachers' perceptions of the effectiveness of their pre-service teacher education programmes in Queensland, Australia. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perceived needs in…

Early-career music teachers are well placed to comment on the effectiveness of pre-service teacher education. Their perceptions are particularly relevant in determining why music teachers are "burning out" at an early stage of their career. This article explores how 15 early-career Australian music teachers perceive their job and their…