Participants' music-making inside the classroom helped them be more present in their teaching. Music-making outside of the classroom reminded participants why they valued playing, provided insight into pedagogical issues, and helped them be more compassionate towards their students as learners. Music-making intersected with teaching in multiple ways. Participants connected meanings of music-making with the formation of identity and with their well-being. Research questions included, (a) How do participants describe their journeys to becoming string teachers and the meanings they constructed about their past musicmaking experiences? (b) Why do participants continue or discontinue to engage in musicmaking at different points during their teaching careers? and (c) How do participants' past and present music-making experiences intersect with their teaching? Data sets were generated through background surveys, multiple individual interviews, videotaped classroom observations, focus group interview including music-making and conversation, researcher's self-interview, and researcher's journals. The purpose of this phenomenological case study was to examine the meanings and values of music-making in the lives of string teachers and to explore the intersections of musicmaking and teaching. Instead of studying music teacher identity as consisting of two separate components of performer and teacher, this study focused on activities associated with these identities, music-making and teaching, and their relationship to each other. Although recent literature has expanded and deepened the understanding of music teacher identity and some literature suggests that preservice and inservice music teachers seek balanced or integrated identities, the performer/musician identity and teacher identity continued to be addressed as distinct entities in recent research (Dust, 2006 Isbell, 2006, 2008).
Often, these two identities are thought to be in tension with one another, especially for preservice string teachers (Froehlich & L'Roy, 1985 Woodford, 2002). There has been much debate centering on the relationship between performer and teacher identities in the lives of preservice and inservice music educators.
0 kommentar(er)
