The purpose of this multiple case study was to follow the development of three music educators during their student teaching semesters and into the first years of their careers. Possible selves theory provided a framework for exploring the links between cognition, expectations, and motivation. Interviewees negotiated their social and physical contexts, which in turn shaped their self-images and conceptions of teaching and learning. Identities were constructed through personal experiences and formal study with significant others, including influential teachers, cooperating teachers, and colleagues. In these respects, classrooms served as the laboratories in which teachers learned how to build crucial relationships with their students, tested and reshaped emerging identities, and based actions and evaluation on their possible selves.
AbramoJ. M. (2014). The trumpet metaphor: A narrative of a teacher’s mid-career pedagogical change from formal to informal learning practices. Research Studies in Music Education, 36, 57–73. doi:10.1177/1321103X14528454
2.
BallantyneJ.KerchnerJ. L.ArósteguiJ. L. (2012). Developing music teacher identities: An international multi-site study. International Journal of Music Education, 39, 211–226. doi:10.1177/0255761411433720
BouijC. (2004). Two theoretical perspectives on the socialization of music teachers. Action, Criticism, and Theory for Music Education. 3(3). Retrieved from http://act.maygroup.org/articles/Bouij3_3.pdf
5.
BrandM.DolloffL. (2002). Fantasies and other romanticized concepts of music teaching: A cross-cultural study of Chinese and North American music education students’ images of music teaching. International Journal of Music Education, 39, 17–30. doi:10.1177/025576140203900103
6.
BrumbaughS. M. (2003). High school string orchestra teacher as a career choice: A survey of 11th and 12th grade high school orchestra students in Texas (Doctoral dissertation). Available from ProQuest Dissertations and Theses. (Order No. 3118744)
7.
CharmazK.BelgraveL. L. (2012). Qualitative interviewing and grounded theory analysis. In GubriumJ.HolsteinJ.MarvastiA.McKinneyK.(Eds.), The Sage handbook of interview research: The complexity of the craft (pp. 347–365). Thousand Oaks, CA: Sage.
8.
CreechA.HallamS.VarvarigouM.GauntH.McQueenH.PincasA. (2014). The role of musical possible selves in supporting subjective well-being in later life. Music Education Research, 16, 32–49. doi:10.1080/14613808.2013.788143
9.
CreswellJ. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.
10.
DabbackW. M. (2008). Identity formation through participation in the Rochester New Horizons Band programme. International Journal of Community Music, 1, 267–286. doi:10.1386/ijcm.1.2.267_1
11.
FreerP. K. (2009). “I’ll sing with my buddies”: Fostering the possible selves of male choral singers. International Journal of Music Education, 27, 341–355. doi:10.1177/0255761409345918
12.
FreerP. K. (2010). Two decades of research on possible selves and the “missing males” problem in choral music. International Journal of Music Education, 28, 17–30. doi:10.1177/0255761409351341
13.
FreerP. K.BennettD. (2012). Developing musical and educational identities in university music students. Music Education Research, 14, 265–284. doi:10.1080/14613808.2012.712507
14.
FroehlichH. C. (2007). Sociology for music teachers: Perspectives for practice. Upper Saddle River, NJ: Pearson Prentice Hall.
15.
GavinR. B. (2010). An exploration of potential factors affecting persistence to degree completion in undergraduate music teacher education students (Doctoral dissertation). Available from ProQuest Dissertations and Theses. (Order No. 3462300)
16.
Georgii-HemmingE.WestvallM. (2010). Teaching music in our time: Student music teachers’ reflections on music education, teacher education and becoming a teacher. Music Education Research, 12, 353–367. doi:10.1080/14613808.2010.519380
17.
HammanD.WangE.BurleyH. (2013). What I expect and fear next year: Measuring new teachers’ possible selves. Journal of Education for Teaching, 39, 222–234. doi:10.1080/02607476.2013.765194
18.
HargreavesD.WelchG.PurvesR.MarshallN. (2003). The identities of music teachers. In KopiezR.LehmannA. C.WolfC.(Eds.), Proceedings of the 5th Triennial ESCOM Conference (pp. 178–181). Hannover, Germany: Hanover Institute for Research in Music Education.
19.
HellmanD. (2008). Do music education majors intend to teach music? An exploratory survey. Update: Applications of Research in Music Education, 27(1), 65–70. doi:10.1177/8755123308322378
20.
IsbellD. S. (2015). The socialization of music teachers: A review of the literature. Update: Application of Research in Music Education, 34(1), 5–12. doi:10.1177/8755123314547912
21.
MadsenC. K.KellyS. N. (2002). First remembrances of wanting to become a music teacher. Journal of Research in Music Education, 50, 323–332. doi:10.2307/3345358
22.
MarkusH.NuriusP. (1986). Possible selves. American Psychologist, 41, 954–969. doi:10.1037/0003-066X.41.9.954
23.
MikszaP.BergM. (2013). A longitudinal study of preservice music teacher development: Application and advancement of the Fuller and Bown Teacher-concerns model. Journal of Research in Music Education, 61, 44–62. doi:10.1177/0022429412473606
24.
Natale-AbramoM. (2009). The construction of instrumental music teacher identity (Doctoral dissertation). Available from ProQuest Dissertations and Theses. (Order No. 3348563)
PellegrinoK. (2009). Connections between performer and teacher identities in music teachers: Setting an agenda for research. Journal of Music Teacher Education, 19(1), 39–55. doi:10.1177/1057083709343908
27.
PetersonE. B. (2005). Expectations and experiences: Case studies of three first-year instrumental music teachers (Doctoral dissertation). Available from ProQuest Dissertations and Theses. (Order No. 3257861)
28.
PowellS. R. (2014). Examining preservice music teacher concerns in peer- and field-teaching settings. Journal of Research in Music Education, 61, 361–368. doi:10.1177/0022429413508408
29.
PresceskyR. (1997). A study of preservice music education students: Their struggle to establish a professional identity (Doctoral dissertation). Available from ProQuest Dissertations and Theses. (Order No. NQ30362)
30.
RaiberM.TeachoutD. (2014). The journey from music student to teacher: A professional approach. New York, NY: Routledge.
31.
RickelsD. A.CouncillK. H.FredricksonW. E.HairstonM. J.PorterA. M.SchmidtM. (2010). Influences on career choice among music education audition candidates: A pilot study. Journal of Research in Music Education, 57, 292–307. doi:10.1177/0022429409350779
32.
RobertsB. (2004). Who’s in the mirror? Issues surrounding the identity construction of music educators. Action, Criticism, and Theory for Music Education, 3(2). Retrieved from http://act.maydaygroup.org/articles/Roberts3_2.pdf
33.
SeidmanI. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences (3rd ed.). New York, NY: Teachers College Press.
34.
ShiehE.ConwayC. M. (2004). Professional induction: Programs and policies for beginning teachers. In BartelL.(Ed.), Questioning the music education paradigm (Vol. 2, pp. 162–178). Toronto, Ontario, Canada: Canadian Music Educators Association.
35.
ThompsonL. K. (2000). Freshmen music education majors’ preconceived beliefs about the people and processes involved in teaching (Doctoral dissertation). Available from ProQuest Dissertations and Theses. (Order No. 9983878)
36.
WoodwardP. (2002). The social construct of music teacher identity in undergraduate music education majors. In ColwellR.RichardsonC.(Eds.), The new handbook of research on music teaching and learning (pp. 275–694). New York, NY: Oxford University Press.
