Teachers' professional identity influences their decisions and behaviour\n(Beijaard, Verloop, & Vermunt, 2000). Teacher education has the potential to\neither challenge or maintain preservice teachers' preconceptions of their\nprofessional identity, and teacher education should arguably develop in future\nteachers a professional identity which enables them to be effective throughout\ntheir career. This paper reports findings from interviews with 15 early-career\nmusic teachers regarding their perceptions of their professional identity. Analysis\nindicates that early-career music teachers feel a 'passion' for music and teaching\nmusic, and view themselves as musicians, music teachers or teachers. This study\nsuggests that discipline specialisation has a unique impact on teachers' identity. Implications for teacher education are discussed.\n
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