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    Singaporean pre-service music teachers’ identities, motivations and career intentions

    257619.pdf (392.7Kb)
    Access Status
    Open access
    Authors
    Bennett, Dawn
    Chong, E.
    Date
    2017
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Bennett, D. and Chong, E. 2017. Singaporean pre-service music teachers’ identities, motivations and career intentions. International Journal of Music Education. 36 (1): pp. 108-123.
    Source Title
    International Journal of Music Education
    DOI
    10.1177/0255761417703780
    ISSN
    0255-7614
    School
    School of Education
    Remarks

    Copyright © 2017 The Author(s). Reprinted by permission of SAGE Publications

    URI
    http://hdl.handle.net/20.500.11937/59593
    Collection
    • Curtin Research Publications
    Abstract

    This article explores pre-service music teachers’ professional identities during pre-service training. Its focus is a student cohort whose studies are funded by the Singaporean Ministry of Education in return for a commitment—a teaching bond or contract—to work as teachers in schools. An overview of pre-service teacher education and the challenges of attraction and retention in Singapore is followed by discussion of the literature relating to identity formation, with a focus on music teacher and musician identities. Next, analysis and discussion of the findings highlight that participants’ teacher identities did not align with their level of performance proficiency. Teacher identity did, however, align with participants’ intentions to remain in teaching; participants who defined themselves first and foremost as music teachers were more likely than their peers to plan long-term teaching careers. The article considers the influence of teaching bonds, or contracts, signed by students in advance of their post-secondary studies. It concludes by considering the implications for recruitment and for developing professional identity among pre-service music teachers.

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