The Influence of Professional Identity on Teaching Practice: Experiences of Four Music Educators

Carmen Carrillo, Margaret Baguley, Mercè Vilar

Research output: Contribution to journalArticleResearchpeer-review

8 Citations (Scopus)


© International Society for Music Education: ISME. This study explores the influence of professional identity on the teaching practice of four school music educators, two from Spain and two from Australia. Narrative inquiry methodology was utilized in order to investigate the full spectrum of their musical experiences, ranging from their earliest childhood memories to their current positions in the education sector. In the course of the co-construction of the narratives, two recurrent themes emerged: strategies to improve practice and teaching approaches. Despite the obvious cultural and institutional differences, there was a marked correlation of these themes in terms of their contribution to the formation of each of the participants' professional identities. Although these findings are derived from a small number of participants they may provide insights for specialist music educators, teacher educators programs, and for those considering a career in music education.
Original languageEnglish
Pages (from-to)451-462
JournalInternational Journal of Music Education
Issue number4
Publication statusPublished - 1 Jan 2015


  • music teacher identity
  • music teaching practice
  • narrative inquiry
  • professional development
  • teacher collaboration
  • teacher reflection
  • teaching approaches


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