In this study I explored, with Chelsea, her journey of becoming a music teacher. At the time of the study, Chelsea had completed her second year of teaching. Together, we revisited the artifacts of her undergraduate coursework and practicum experiences (journals, online forum posts, videotapes of her own teaching, written reflections of her teaching). We engaged in a narrative exploration of her journey of becoming a teacher as Chelsea provided written and verbal narratives of “then and now”— a process of ethnographic hindsight in which Chelsea was able to provide both emic and etic lenses of the experiences revisited via the data. A thread of connection and detachment is pervasive throughout the data and the interpretation of themes as Chelsea’s path toward becoming a teacher is positioned in the juxtaposition of these stances.
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