Under construction: Undergraduates' perceptions of their music teacher role-identities

Tami J. Draves

Research output: Contribution to journalArticlepeer-review

21 Scopus citations


The purpose of this research was to explore how participants perceived themselves as preservice music teachers. Bouij's (1998) salient role-identities in music education served as an a priori theoretical framework. By investigating participants' perceptions of role-identity, some of the socialization processes that contributed to identity development were also revealed. Multiple forms of data were collected including interviews, both individual and focus group, and field notes from peer teaching sessions. Analysis resulted in three themes: (a) Role-Identities, (b) Peers, and (c) Authentic Teaching Experiences. Participants believed they embodied a primary and secondary role-identity and perceived subtle expansions of their role-identities as they progressed through their undergraduate degree program. Participants discussed the importance of their peers and authentic teaching experiences in their development as music teachers. Suggestions for practice and further research are provided.

Original languageEnglish (US)
Pages (from-to)199-214
Number of pages16
JournalResearch Studies in Music Education
Issue number2
StatePublished - Dec 27 2014


  • field experience
  • preservice music teachers
  • role-identities
  • socialization
  • undergraduates

ASJC Scopus subject areas

  • Education
  • Music


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