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ABSTRACT In this study, I used a qualitative approach to explore the music teacher role identities of six beginning music teachers prior to, during, and after their student teaching experience.

ABSTRACT In this study, I used a qualitative approach to explore the music teacher role identities of six beginning music teachers prior to, during, and after their student teaching experience. Data collection included participant-observation, interviews, and e-mail communication. Specifically, I looked at what each of these beginning music teachers discussed when describing themselves in the role of music teacher. These participants' music teacher role identities appeared to focus on four main components, while also remaining unique from one another.

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    Date Created
    • 2010
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  • Text
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    • Partial requirement for: D.M.A., Arizona State University, 2010
      Note type
      thesis
    • Includes bibliographical references (p. 202-205)
      Note type
      bibliography
    • Field of study: Music education

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    by Michele Paynter Paise

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