The purpose of this literature review was to outline and explore the identity construction, developmental pathways, and potential conflicts faced by music teachers at various stages of their careers. Using thematic content analysis, we synthesized research in four areas: the structure and characteristics of music teacher identity, identity conflicts and role negotiation, critical factors influencing music teacher identity formation, and strategies for strengthening and sustaining music teacher identity. The review mapped developmental pathways from preservice through experienced practice and highlighted points where targeted support might be helpful. By clarifying how identities were formed, challenged, and adapted over time, the review offered practical implications for curriculum design, induction, and ongoing professional learning. These insights could help music teachers at different stages clarify and intentionally guide their identity development and professional growth, supporting progress toward expert practice.
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