A Grounded Theory of Early Preservice Music Teacher Identity Development
Nicole K. Ramsey,
Heather Babb Graham,
Tami J. Draves
et al.
Abstract:The purpose of this grounded theory was to discover the process of undergraduate students’ music teacher identity development in the first 2 years of their preservice music education program. Participants in this study were 21 undergraduate students from an introduction to music education course. We collected multiple types of data, including interviews and written artifacts, from a course-based undergraduate research experience that focused on music teacher identity development. Consistent with Charmaz’s appr… Show more
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