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Examining Professional Music Teacher Identity: a Mixed Methods Approach with Stringed Instrument Teachers Elizabeth A University of South Carolina Scholar Commons Theses and Dissertations 2018 Examining Professional Music Teacher Identity: A Mixed Methods Approach with Stringed Instrument Teachers Elizabeth A. Reed University of South Carolina Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the Music Education Commons Recommended Citation A. Reed, E.(2018). Examining Professional Music Teacher Identity: A Mixed Methods Approach with Stringed Instrument Teachers. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/4470 This Open Access Dissertation is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. EXAMINING PROFESSIONAL MUSIC TEACHER IDENTITY: A MIXED METHODS APPROACH WITH STRINGED INSTRUMENT TEACHERS by Elizabeth A. Reed Bachelor of Music University of South Carolina, 2001 Master of Music Eastman School of Music, 2004 Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy in Music Education School of Music University of South Carolina 2018 Accepted by: Gail V. Barnes, Major Professor Michael Seaman, Committee Member D. Gregory Springer, Committee Member Wendy H. Valerio, Committee Member Cheryl L. Addy, Vice Provost and Dean of the Graduate School © Copyright by Elizabeth A. Reed, 2018 All Rights Reserved. ii DEDICATION To all the music teachers who continue to reflect and evolve professionally. You make it possible to shape the lives of students who become independent thinkers. Continue to share the joy of learning and making music together. iii ACKNOWLEDGEMENTS My continuous journey as a musician, student, and teacher would not be possible without people in my life sharing their love of knowledge with me. I would like to thank my family- Mom (Anne), Dad (Pete), Ben, Eve, Jonah, and Lila- for their amazing and continued support during this journey over the past three years. Mom and Dad thank for all the venting and editing advice. I am forever grateful that you have always supported my creative endeavors. I took a risk, and they embraced my decision to further my education. Also, a part of my family, even though she cannot read, is my dog, Sophie. She provided everyday stress relief and cuddle-time. I would also like to thank my friends for their embracing my quirkiness. The support of my Steel Magnolias in SC and other besties in MA, VA, and CA continues no matter our differences or how far away we live from each other. Without all my experiences in teaching my former students at Lake Braddock Secondary School and the University of South Carolina, I would not have understood anything about my changing PMTI. My reflection on how to teach these students made this all possible. Finally, I would like to thank Dr. Gail Barnes, Dr. Bob Jesselson, Andrew, Pardis, the participants in this study, and all the current and past preservice teachers of the University of South Carolina String Project. My experience as a preservice teacher and graduate student not only guided me to continue to be a competent and dedicated music teacher but also have influenced so many other stringed instrument teachers throughout the United States. iv ABSTRACT The purpose of this study was to investigate the perception of professional music teacher identity (PMTI) among stringed instrument teachers who are alumni of the University of South Carolina String Project (USCSP) preservice teacher education program. Using a fixed mixed method design, I first surveyed all USCSP alumni from the past 20 years using the PMTI Questionnaire. For the qualitative portion of the study, the researcher interviewed three USCSP alumnae in their post-second stage of teaching (year 11–20). All USCSP alumni identified, rated, and ranked their expertise in subject matter, didactical, and pedagogical aspects. USCSP post-second stage alumnae also identified and ranked their expertise using current and past video stimulus from their preservice teaching in 1997. The results of this study indicated that experience, knowledge of oneself, adaptability within one’s contextual environment, and reflection are the main components within PMTI development across career stages. All USCSP alumni were a combination of all three aspects- subject matter, didactical, and pedagogical expertise. Their possible changes in PMTI across career stages, however, require a receptiveness to professional development and adaptability to one’s teaching environment. Results from this study also indicated that authentic context learning environments, such as the USCSP, and video stimulus as a reflection tool help mitigate attrition across inservice teaching career stages. v TABLE OF CONTENTS Dedication .......................................................................................................................... iii Acknowledgements ............................................................................................................ iv Abstract ................................................................................................................................v List of Tables ..................................................................................................................... ix List of Figures ......................................................................................................................x List of Abbreviations ......................................................................................................... xi Chapter 1: Introduction ........................................................................................................1 String Project Teacher Education Model ..................................................................3 Purpose of this Study .................................................................................................4 Research Questions ...................................................................................................4 Chapter 2: Review of Literature ..........................................................................................6 Introduction ...............................................................................................................6 Self-Identity ...............................................................................................................7 Career Cycle ............................................................................................................12 Professional Identity and Career Cycles..................................................................15 Video as Stimulus ....................................................................................................16 Video Reflection within the Career Cycle...............................................................17 Video Reflection and Self-Identity ..........................................................................19 Summary .................................................................................................................19 vi Chapter 3: Method .............................................................................................................21 Mixed Methods Research ........................................................................................21 Quantitative Data Collection ...................................................................................23 Qualitative Data Collection .....................................................................................27 Mixed Methods Data Analysis Procedures .............................................................32 Researcher’s Resources and Skills ..........................................................................33 Potential Ethical Issues ............................................................................................34 Chapter 4: Results ..............................................................................................................35 Introduction .............................................................................................................35 PMTI Questionnaire ................................................................................................36 Qualitative: Interview 1 ...........................................................................................48 Qualitative: Interview 2 ...........................................................................................62 PMTI Rank Comparison between Interview 1 and Interview 2 ..............................86 Focus Group ............................................................................................................89 Chapter 5: Discussion ........................................................................................................96 Introduction .............................................................................................................96 Professional Music Teacher Identity: A Definition.................................................97 Personality ...............................................................................................................98 Musician vs. Teacher ...............................................................................................98 PMTI Sub-Identities ..............................................................................................100 The Importance of Experience ..............................................................................110
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