Music teacher identity and professionalism

Abstract

In Scandinavia, parts of Europe, and North America it has become increasingly common for BAs from various areas (e.g. music teachers) to attend a MA programme in order to acquire research skills – and then apply these skills to their work as practitioners (Jarvis, 1999). This educational trend forms an important way to further professional development in the field of music education. The present article is concerned with transformative learning and identity formation in student music teachers acting as researchers of a music education practice as part of their MA study programme. More specific, the aim is to discuss how engaging in a research perspective may serve as an eye-opener for student music teachers and widen their perspective on subject didactics, teaching/learning issues and professional practice. First, concepts and theories framing the following discussion will be outlined. Then follows a discussion of two mandatory courses in the MA programme in music education at The Danish School of Education, Aarhus University (DPU) both emphasizing a research perspective on music education.