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
Qualitative research & evaluation methods
Patton, M. Q. (2002) · Sage eBooks · Cited by 15,530
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Interviewing as qualitative research a guide for researchers in education and the social sciences
Seidman, I. (2006) · Cited by 9,897
Markus, H., & Nurius, P. (1986) · American Psychologist · doi:10.1037/0003-066x.41.9.954 · Cited by 5,806 · cited 4×
“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
Charmaz, K. C., & Belgrave, L. L. (2012) · Sage eBooks · doi:10.4135/9781452218403.n25 · Cited by 2,101
Developing music teacher identities: An international multi-site study
Ballantyne, J., Kerchner, J. L., & Plaza, J. L. A. (2012) · International Journal of Music Education · doi:10.1177/0255761411433720 · Cited by 122
Pellegrino, K. (2009) · Journal of Music Teacher Education · doi:10.1177/1057083709343908 · Cited by 122
Two decades of research on possible selves and the ‘missing males’ problem in choral music
Freer, P. K. (2010) · International Journal of Music Education · doi:10.1177/0255761409351341 · Cited by 88
First Remembrances of Wanting to Become a Music Teacher
Madsen, C. K., & Kelly, S. N. (2002) · Journal of Research in Music Education · doi:10.2307/3345358 · Cited by 82
Research works printed but not linked: 8
- Brumbaugh S. M. (2003). High school string orchestra teacher as a career choice: A survey of 11th and 12th grade high school orchestra students in Texas (Doctoral dissertation). Available from ProQuest Dissertations and Theses. (Order No. 3118744)
- Gavin R. B. (2010). An exploration of potential factors affecting persistence to degree completion in undergraduate music teacher education students (Doctoral dissertation). Available from ProQuest Dissertations and Theses. (Order No. 3462300)
- Hargreaves D., 2003, Proceedings of the 5th Triennial ESCOM Conference, 178
- Natale-Abramo M. (2009). The construction of instrumental music teacher identity (Doctoral dissertation). Available from ProQuest Dissertations and Theses. (Order No. 3348563)
- Peterson E. B. (2005). Expectations and experiences: Case studies of three first-year instrumental music teachers (Doctoral dissertation). Available from ProQuest Dissertations and Theses. (Order No. 3257861)
- Prescesky R. (1997). A study of preservice music education students: Their struggle to establish a professional identity (Doctoral dissertation). Available from ProQuest Dissertations and Theses. (Order No. NQ30362)
- Shieh E., 2004, Questioning the music education paradigm, 2, 162
- Thompson L. K. (2000). Freshmen music education majors’ preconceived beliefs about the people and processes involved in teaching (Doctoral dissertation). Available from ProQuest Dissertations and Theses. (Order No. 9983878)
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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