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Music education undergraduates’ construction of music teacher role-identity
16 references·0 citing·37 second hop
Music education undergraduates’ construction of music teacher role-identity (2023)Music education undergraduates’ construct…A good news story: Early-career music teachers' accounts of their “flourishing” professional identities (2017)A good news story: Early-care…Action, Criticism, and Theory for Music Education (2016)Action, Criticism, and Theory…Learning From Teaching Experience: Dewey’s Theory and Preservice Teachers’ Learning (2010)Learning From Teaching Experi…Connections Between Performer and Teacher Identities in Music Teachers: Setting an Agenda for Research (2009)Connections Between Performer…An Exploration of Reflective Dialogue between Student Teachers in Music and Their Cooperating Teachers (2007)An Exploration of Reflective …Action, Criticism and Theory for Music Education (2004)Action, Criticism and Theory …Imagining Ourselves as Teachers: the development of teacher identity in music teacher education (1999)Imagining Ourselves as Teache…The Music Teacher's Dilemma — Musician or Teacher? / Das Dilemma des Musiklehrers — Musiker oder Lehrer? (1998)The Music Teacher's Dilemma —…Swedish Music Teachers in Training and Professional Life (1998)Swedish Music Teachers in Tra…Qualitative Research Design: An Interactive Approach (1998)Qualitative Research Design: …Planning Focus Groups (1998)Planning Focus GroupsWhen to Use Focus Groups and Why (1993)When to Use Focus Groups and …Decentering Discourses in Teacher Education: Or, The Unleashing of Unpopular Things (1991)Decentering Discourses in Tea…Focus Groups: A Practical Guide for Applied Research (1989)Focus Groups: A Practical Gui…Knowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…Identities and Interactions. (1967)Identities and Interactions.Music Teacher Education as Identity Construction (1991)Turning Into Teachers (2011)Developing music teacher identities: An international multi-site study (2012)Experience and Education (1986)The Art of Case Study Research (1996)Ten Years Later (2012)Qualitative Inquiry and Research Design: Choosing Among Five Approaches (2015)Meaningful learning in teacher education (2017)Encouraging gameful experience in digital game-based learning: A double-mediation model of perceived instructional support, group engagement, and flow (2021)Pygmalion in the classroom (1968)Human Characteristics and School Learning (1979)Those Who Understand: Knowledge Growth in Teaching (1986)Stories of Experience and Narrative Inquiry (1990)1. Toward a Theory of Culturally Relevant Pedagogy (1995)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Flow: the psychology of optimal experience (1990)Communities of Practice (1998)Communities of practice learning, meaning, and identity (1999)Career Influences of Music Education Audition Candidates (2013)“Pedagogical Creativity” as a Framework for Music Teacher Education (2014)The methodology of Focus Groups: the importance of interaction between research participants (1994)Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis (2017)The use of focus group discussion methodology: Insights from two decades of application in conservation (2018)The Importance of Authenticity for Self and Society (1995)The Rise of the Environmental Justice Paradigm (2000)Culture in Interaction (2003)A Qualitative Framework for Collecting and Analyzing Data in Focus Group Research (2009)Systematic methodological review: developing a framework for a qualitative semi‐structured interview guide (2016)How to Construct a Mixed Methods Research Design (2017)Collecting and analysing qualitative data: issues raised by the focus group (1998)Focus group methodology: a review (1998)Focus group method and methodology: current practice and recent debate (2006)Using musical agency as a lens: Researching music education from the angle of experience (2011)YouTube, fanvids, forums, vlogs and blogs: Informal music learning in a convergent on- and offline music community (2012)Physics: Frightful, but fun. Pupils' and teachers' views of physics and physics teaching (2004)Over‐connected? A qualitative exploration of the relationship between Australian youth and their mobile phones (2007)Comparing focus groups and individual interviews: findings from a randomized study (2017)
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References

  • 1987Knowledge and Teaching:Foundations of the New Reform16,774 cited
  • 1989Focus Groups: A Practical Guide for Applied Research15,489 cited
  • 1998Qualitative Research Design: An Interactive Approach2,404 cited
  • 1993When to Use Focus Groups and Why1,205 cited
  • 1998Planning Focus Groups856 cited
  • 1967Identities and Interactions.759 cited
  • 2016Action, Criticism, and Theory for Music Education340 cited
  • 2009Connections Between Performer and Teacher Identities in Music Teachers: Setting an Agenda for Research122 cited
  • 2010Learning From Teaching Experience: Dewey’s Theory and Preservice Teachers’ Learning119 cited
  • 1999Imagining Ourselves as Teachers: the development of teacher identity in music teacher education105 cited
  • 2004Action, Criticism and Theory for Music Education101 cited
  • 1991Decentering Discourses in Teacher Education: Or, The Unleashing of Unpopular Things92 cited
  • 1998Swedish Music Teachers in Training and Professional Life91 cited
  • 1998The Music Teacher's Dilemma — Musician or Teacher? / Das Dilemma des Musiklehrers — Musiker oder Lehrer?71 cited
  • 2007An Exploration of Reflective Dialogue between Student Teachers in Music and Their Cooperating Teachers

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70 cited
  • 2017A good news story: Early-career music teachers' accounts of their “flourishing” professional identities65 cited
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