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)
Citations
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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Developing music teacher identities: An international multi-site study
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Pellegrino, K. (2009) · Journal of Music Teacher Education · doi:10.1177/1057083709343908 · Cited by 122
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Freer, P. K. (2010) · International Journal of Music Education · doi:10.1177/0255761409351341 · Cited by 88
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‘I’ll sing with my buddies’ — Fostering the possible selves of male choral singers
Freer, P. K. (2009) · International Journal of Music Education · doi:10.1177/0255761409345918 · Cited by 74
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A Longitudinal Study of Preservice Music Teacher Development
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What I expect and fear next year: measuring new teachers’ possible selves
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Do Music Education Majors Intend to Teach Music? An Exploratory Survey
Hellman, D. S. (2008) · Update Applications of Research in Music Education · doi:10.1177/8755123308322378 · Cited by 37
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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
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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