Rethinking pedagogic identities for Key Stage 3 general classroom music teacher education: an autoethnographic study

Axtell, Ian (2023) Rethinking pedagogic identities for Key Stage 3 general classroom music teacher education: an autoethnographic study. British Journal of Music Education, 41 (2). pp. 145-156. ISSN 0265-0517

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Abstract

My role as a university-based, general classroom music teacher educator in England has become unclear, exacerbated by policies that have undermined the field of classroom music in schools and the role of universities in teacher education. Using self-critical inquiry enacted as critically reflexive autoethnography, I interrogated my professional practice to rethink my pedagogic identity. Theoretical perspectives, drawn from Bernstein and Bourdieu, were used to chart my shifting identity. This paper introduces a theorised model to illustrate a range of pedagogic identities for Key Stage 3 (KS3) general classroom music teacher education.

Item Type:	Article
Identification Number:	10.1017/S0265051723000372
Dates:	Date Event 1 December 2023 Accepted 18 December 2023 Published Online
Uncontrolled Keywords:	Autoethnography, pedagogy, identity, classification, framing
Subjects:	CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-02 - teacher training
Divisions:	Faculty of Health, Education and Life Sciences > College of Education and Social Work
Depositing User:	Gemma Tonks
Date Deposited:	13 Nov 2024 16:05
Last Modified:	13 Nov 2024 16:05
URI:	https://www.open-access.bcu.ac.uk/id/eprint/15964

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