'A teacher by day and a performer by night': performer-educator identity tensions in a graduate community of practice course.
Saved in:
| Title: | 'A teacher by day and a performer by night': performer-educator identity tensions in a graduate community of practice course. |
|---|---|
| Authors: | Hodgson, Aaron1 (AUTHOR) ahodgson@uwo.ca, Benjamins, Laura2 (AUTHOR) |
| Source: | Music Education Research. Jul2025, Vol. 27 Issue 3, p332-345. 14p. |
| Subject Terms: | *Career development, *Community involvement, Performance practice (Music performance), Community music, Communities of practice |
| Abstract: | This article explores how participation in a community of practice course aided negotiation between performer-educator identities among graduate students professionally active as studio teachers. Studio teachers may face isolation due to limited opportunities for professional development and the secluded nature of one-on-one instruction, and overemphasis on vertical knowledge transmission within a master-apprentice model. Often engaged in performing and teaching as part of a broader, portfolio career, studio teachers may face tensions between their performer-educator identities. These tensions in identity may be mitigated through participation in a community of practice. Using a qualitative case study methodology, researchers used questionnaires, reflective assignments, interviews, and non-participant observations to investigate the experiences of 6 participants enrolled in a one-semester graduate course. Themes include the impact of participation in a community of practice, tensions in identity, and alleviation of tensions between identities. [ABSTRACT FROM AUTHOR] |
| Copyright of Music Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This article explores how participation in a community of practice course aided negotiation between performer-educator identities among graduate students professionally active as studio teachers. Studio teachers may face isolation due to limited opportunities for professional development and the secluded nature of one-on-one instruction, and overemphasis on vertical knowledge transmission within a master-apprentice model. Often engaged in performing and teaching as part of a broader, portfolio career, studio teachers may face tensions between their performer-educator identities. These tensions in identity may be mitigated through participation in a community of practice. Using a qualitative case study methodology, researchers used questionnaires, reflective assignments, interviews, and non-participant observations to investigate the experiences of 6 participants enrolled in a one-semester graduate course. Themes include the impact of participation in a community of practice, tensions in identity, and alleviation of tensions between identities. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 14613808 |
| DOI: | 10.1080/14613808.2025.2509963 |
