Together through transitions: A narrative inquiry of emergent identity as music teacher educators

Vanessa L. Bond, Lisa Huisman Koops

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

Abstract

In the field of music teacher preparation, the transition from teacher to teacher educator can be a time of uncertainty and anxiety. Knowing the potential for struggle during formation of a teacher educator identity, we investigated our personal development as music educators at two points: (a) preparing to enter academia and (b) mentoring a future teacher educator. The purpose of this narrative inquiry study was to document the emergent identity of Vanessa, a graduate student transitioning to music teacher educator, working alongside Lisa, a professor transitioning to mentor and advisor. Through storying, we have identified several milestones in Vanessa’s emergent identity as a teacher educator, concerns encountered by Vanessa in teaching her first major music education methods course, and types of interactions that were catalysts to Vanessa’s development as a music teacher educator and Lisa’s development as a mentor.

Original languageEnglish (US)
Pages (from-to)38-50
Number of pages13
JournalJournal of Music Teacher Education
Volume24
Issue number1
DOIs
StatePublished - Jan 1 2014
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Education
  • Music

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