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Becoming Music Teacher: Music Teacher Identity and Strong Structuration Theory

Abstract Previous researchers documented that music teachers negotiate their identities throughout their career, but none of these studies examined identity negotiation from the perspective of both music teachers and their students. Assuming that music teachers and students negotiate their identities through the same interactions, how do music teachers and students together shape their social context and continually pursue possibilities for who they are becoming? I conducted an instrumental case study to explore the encounters of one veteran orchestra teacher—Steve—with three of his students to understand how they negotiated their identities together and pursued possibilities for who they were becoming. I used strong structuration theory (Stones, 20... (more)
Created Date 2019
Contributor Nowak, Timothy E (Author) / Schmidt, Margaret (Advisor) / Campbell, Mark Robin (Committee member) / Stauffer, Sandra (Committee member) / Sullivan, Jill (Committee member) / Arizona State University (Publisher)
Subject Music education / Teacher education / Educational sociology / becoming / identity / music education / orchestra / social structure / structuration theory
Type Doctoral Dissertation
Extent 316 pages
Language English
Note Doctoral Dissertation Music Education 2019
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis