This study utilized symbolic interaction as a framework to examine the impact of mobility on four veteran elementary general music teachers' identities, roles, and perceptions of role support. Previous research has focused on teacher identity formation among preservice and novice teachers; veteran teachers are less frequently represented in the literature. Teacher mobility research has focused on student achievement, teachers' reasons for moving, and teacher attrition.
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- Partial requirement for: D.M.A., Arizona State University, 2011Note typethesis
- Includes bibliographical references (p. 274-287)Note typebibliography
- Field of study: Music education