The DOI matches its Crossref record; 27 of the 27 references it cites were found in a registry or an index.
A Longitudinal Perspective of Early Career Music Teachers: Contexts, Interactions, and Possible Selves
Abstract
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.
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“Also, Dabback (2017) reported that the pre-service music teachers have positive possible selves as successful music teachers that are achievable with reasonable efforts, which is somewhat similar to the findings of Lutovac and Kaasila (2014) of decisive possible selves.”
From The change in pre-service primary teachers’ possible selves in relation to science teaching (2022) · cites this paper as Dabback (2017)
In the citing paper
“However, Dabback (2017) reported also pre-service music teachers' feared selves that were related to doubts of not being able to transition to music instructor and fears of not fulfilling the others' expectations, which again bear similarities to the irresolute possible selves (Lutovac and Kaasila 2014).”
From The change in pre-service primary teachers’ possible selves in relation to science teaching (2022) · cites this paper as Dabback (2017)
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Cites
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“Each participant expressed different understandings of what it meant to be a music teacher, largely created and sustained through the lenses of significant others (Freer, 2009; Markus & Nurius, 1986).”
BackgroundInfluentialQualitative Interviewing and Grounded Theory Analysis
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Cited by
Sorted by citations
Values, Agency, and Identity in a Music Teacher Education Program
Tucker, O. G., & Powell, S. R. (2021) · Journal of Music Teacher Education · doi:10.1177/10570837211030520 · Cited by 24
Yang, Y. (2021) · Research Studies in Music Education · doi:10.1177/1321103x211020960 · Cited by 22
Exploring music student teachers’ professional identities
Draves, T. J. (2020) · Music Education Research · doi:10.1080/14613808.2020.1832059 · Cited by 21
The change in pre-service primary teachers’ possible selves in relation to science teaching
Pellikka, A., Lutovac, S., & Kaasila, R. (2022) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1803270 · Cited by 14
Hanna, F., Andre, L., & Zee, M. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104382 · Cited by 16
Supporting the Development of Agency in Music Teacher Education
Tucker, O. G. (2019) · Journal of Music Teacher Education · doi:10.1177/1057083719885868 · Cited by 14
Yang, Y. (2023) · Music Education Research · doi:10.1080/14613808.2023.2246136 · Cited by 10
Developing and validating three measures of possible language teacher selves
Karimi, M. N., & Norouzi, M. (2019) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2019.04.006 · Cited by 10
Teaching Ambition Realized: Paul’s Beginning Music Teacher Identity
Draves, T. J. (2019) · Journal of Music Teacher Education · doi:10.1177/1057083719844211 · Cited by 8
Australian super veteran secondary school music teachers: Motivated and valuable
Robinson, J. A. (2020) · International Journal of Music Education · doi:10.1177/0255761420902870 · Cited by 7
A Grounded Theory of Early Preservice Music Teacher Identity Development
Ramsey, N. K., Graham, H. B., Draves, T. J., & Brooks, D. (2024) · Journal of Research in Music Education · doi:10.1177/00224294241236657 · Cited by 5
The influencing factors of music teachers’ professional development: a literature review
Yan-Han, Z., Yuan-Yu, L., Jianyu, D., & Yuan-Fei, L. (2025) · Professional Development in Education · doi:10.1080/19415257.2025.2519994 · Cited by 5
Matsunobu, K. (2022) · Research Studies in Music Education · doi:10.1177/1321103x211058277 · Cited by 5
Isbell, D. S. (2023) · Journal of Music Teacher Education · doi:10.1177/10570837221148167 · Cited by 4
Shifting frames: Two doctoral students’ identity construction as music teacher educators
Tucker, O. G., & Adams, K. (2022) · International Journal of Music Education · doi:10.1177/02557614221145508 · Cited by 4
Barger, C. (2021) · Advances in knowledge acquisition, transfer, and management book series/Advances in knowledge acquisition, transfer and management book series · doi:10.4018/978-1-7998-8283-1.ch016 · Cited by 4
Becoming a Better ME: Chinese science museum educators' expectations for professional growth
Ji, J., & Anderson, D. P. (2024) · Curator The Museum Journal · doi:10.1111/cura.12606 · Cited by 2
"Everybody is Good Enough": Band Teacher Agency in a Highly Competitive Environment
Tucker, O. G. (2020) · University of North Texas Digital Library (University of North Texas) · doi:10.12794/metadc1707234 · Cited by 2
Albert, D. J. (2025) · Research Studies in Music Education · doi:10.1177/1321103x251350870 · Cited by 1
Hanson, J. (2025) · Journal of Music Teacher Education · doi:10.1177/10570837251379481 · Cited by 1
How school Memories Inform Possible Selves of an English Pre-Service Teacher
Pan, Q., & Huang, J. (2023) · Education Language and Sociology Research · doi:10.22158/elsr.v4n2p70
成为更好的自己 1 :中国科学类博物馆教育工作者专业成长愿景与路径研究
Ji, J., Anderson, D., & Guo, W. (2025) · Curator The Museum Journal · doi:10.1111/cura.12674
Transitioning from music teacher education to professional life: spatially situated possible selves
Christophersen, C., & Onsrud, S. V. (2026) · British Journal of Music Education · doi:10.1017/s0265051726100837
Music Teacher Identity Across the Career Span: A Literature Review
Xu, Z., Xiong, Z., Gu, Z., & Jin, P. (2026) · Update Applications of Research in Music Education · doi:10.1177/87551233261457142
Guay, K., Bolduc, J., Gagnon, N., Boisvert, S., & Raynard, E. P. (2026) · Update Applications of Research in Music Education · doi:10.1177/87551233261487431
Metadata
- Authors
- Dabback, W.
- Affiliations
- James Madison University (US)
- Corresponding author
- Dabback, William
- ORCID
- Dabback, William
- Venue
- Journal of Music Teacher Education
- Publisher
- SAGE Publications
- Published
- 2017-08-30
- Volume
- 27
- Issue
- 2
- Pages
- 52-66
- ISSN
- 1057-0837 (ISSN-L)
- 1945-0079
- OpenAlex
- W2752593315
- Cited by
- 28
- References
- 27
- Citations by year
- 2026: 4 · 2025: 4 · 2024: 2 · 2023: 4 · 2022: 2 · 2021: 4 · 2020: 5 · 2019: 3
- FWCI
- 36.36
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Music Teacher Education (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Music › Diverse Music Education Insights
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Teacher Professional Development and Motivation
- Keywords
- teacher identity formation, student teaching, teacher motivation, self-image, cooperating teachers, teacher-student relationship, conceptions of teaching and learning, music teacher education
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