Teacher identity is a complex and non-linear evolution involving knowledge, skill, formation, transformation, and scrutiny of what one is doing and who one can become. This phenomenological investigation studied the views of 12 early career instrumental music teachers working professionally in Melbourne, Australia. Utilising possible selves theory, interpretative phenomenological analysis revealed anxieties and stresses of novice teacher experiences, the measuring up and barrier breaking of professional models and relations, and evolving possible selves from past and present experiential encounters. Current identity perceptions shaped future goals that were crafted through an agentic reality in which music teachers reconciled their training, and apriori experiences with their existential positioning in the field. Participants oscillated between knowledge, values, attitudes, and learning experiences, reflecting on past and current experiential episodes and events and how these shape trajectories and provide a future vision of professional role and status. Findings suggest teacher identity as a dynamic, holistic interaction mediated across facets including prior experiences, schooling, ones’ teacher education experience, professional experience and current teaching contexts, and career plans and imagined trajectories. Implications are proposed for music teacher education, quality collaborations between school and employment destinations and teacher training that prepares for the complex secondary education field.

中文翻译：

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早期职业器乐教师的身份形成和可能的自我：一项定性研究


教师身份是一个复杂且非线性的演变，涉及知识、技能、形成、转变和对一个人正在做什么以及一个人可以成为什么样的人的审查。这项现象学调查研究了 12 位在澳大利亚墨尔本专业工作的早期职业器乐教师的观点。利用可能的自我理论，解释性现象学分析揭示了新手教师经历的焦虑和压力，专业模型和关系的衡量和障碍的打破，以及从过去和现在的经验相遇中进化可能的自我。当前的身份认知塑造了未来的目标，这些目标是通过一个代理现实制定的，在这种现实中，音乐教师将他们的培训和先验经验与他们在该领域的存在定位相协调。参与者在知识、价值观、态度和学习经历之间摇摆不定，反思过去和现在的经验事件和事件，以及它们如何塑造轨迹并提供专业角色和地位的未来愿景。研究结果表明，教师身份认同是一种动态的、全面的互动，涉及各个方面，包括以前的经验、学校教育、教师教育经验、专业经验和当前的教学环境，以及职业规划和想象的轨迹。提出了对音乐教师教育、学校和就业目的地之间的质量合作以及为复杂的中等教育领域做准备的教师培训的影响。