Singaporean pre-service music teachers’ identities, motivations and career intentions
MetadataShow full item record
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.
Bennett, D. and Chong, E. Singaporean pre-service music teachers’ identities, motivations and career intentions. International Journal of Music Education. 36 (1): pp. 1-20.Copyright © 2017 The Author(s). Reprinted by permission of SAGE Publications
Showing items related by title, author, creator and subject.
Use of concept maps to improve Saudi pre-service teachers' knowledge and perception of teaching social studiesAlansari, Widad Musleh (2010)This study investigated the influence of using concept mapping as a teaching and learning tool on Saudi Pre-Service teachers' knowledge of teaching social studies. It also investigated Saudi Pre-Service teachers' perceptions ...
Becoming a teacher: An interpretive inquiry into the construction of pre-service teachers’ teaching identityWitt, Steven Craig (2010)This study demonstrated that learning to teach is a complex endeavor involving more than learning content and methods. Learning to teach involves constructing a new identity and renegotiating previous identities and ...
Beltman, Susan; Glass, C.; Dinham, Judith; Chalk, Beryl; Nguyen, Bich (2015)© 2015, Western Australian Institute for Educational Research Inc. All rights reserved. Developing a professional teacher identity can be complex as pre-service teachers engage with a process informed by their previous ...