Research published in the British Journal of Music Education examines how secondary classroom music teachers in England navigate the relationship between their identity as musicians and their identity as educators. Music Mark reported the information about the paper by Dr. Christopher Dalladay, which draws on his doctoral thesis and focuses on whether those two identities complement or conflict with each other.
The study involved 48 participants who completed an online questionnaire, with 14 subsequently taking part in hour-long interviews. Participants were recruited through Music Mark and the Music Teachers’ Association, and all were identified by codes or pseudonyms.
Dalladay identifies two potential conflicts within the musician-teacher identity and raises the question of whether a teacher’s identity influences whether they focus on developing young musicians or simply providing a musical experience. He suggests further research could compare music teachers’ identities with those in other curriculum areas such as the sciences or artistic subjects.
Music Mark noted that the findings may interest secondary music teachers, teacher trainers including ITT providers and SCITTs, school senior management teams, and local and national music education policymakers. Stakeholders could use the findings when considering continuing professional development programs, refining curriculum aims, and setting realistic expectations for teachers.
For more information, visit musicmark.org.uk.