NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ852089
Record Type: Journal
Publication Date: 2004-Dec
Pages: 26
Abstractor: ERIC
Reference Count: 15
ISSN: ISSN-1545-4517
Professional Need and the Contexts of In-Service Music Teacher Identity
Frierson-Campbell, Carol
Action, Criticism, and Theory for Music Education, v3 n3 Dec 2004
Learning to negotiate the "personal war between oneself as a musician and as a teacher" is an important part of the identity construction of pre-service music educators. In this article, the author shares some preliminary findings from a study related to the needs of in-service music teachers. This study did not begin as a sociological inquiry; it began as a needs assessment for the purpose of creating a Professional Development School (PDS) partnership between a state university and the music teachers in three urban school districts in northern New Jersey. Three years of conversations about music teacher need uncovered issues related more to professional identity than to traditional professional development. Most current research related to the development of role identity in music educators focuses on the struggles faced by pre-service and novice music educators. This inquiry into in-service music teacher need suggests that the professional identity of music teachers continues to be unstable even after their initiation into the profession. This instability is characterized by a conflict between an idealized view of music education and the perception of how other educational professionals view the role of music in the school community. (Contains 8 tables.)
MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey