DANIELLE SIREK & TERRY SEFTON
Danielle Sirek is a sessional instructor in the Faculty of Education and School of Creative Arts at the University of Windsor, Canada. Prior to teaching in higher education, she taught preschool through grade 12 music in Canada and Grenada, West Indies. Sirek received her PhD from the Royal Northern College of Music, UK. Her teaching and research interests include music teacher education, intersections between music education and ethnomusicology, and sociology of music education. Danielle also sings with the Canadian Chamber Choir.
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Terry Sefton has performed as a chamber musician in Canada, the US, Britain, and France. She works with contemporary composers and artists in developing and performing new works. Dr. Sefton is Associate Professor at the University of Windsor where she teaches music and arts pedagogy in the Bachelor of Education program; and qualitative and arts-based research theory and methodology in the graduate programs. In addition to her performance-based creative work, she has published in academic journals and books. Her research interests include institutional ethnography, identity of the artist, the arts in higher education, music education, and sociology of the arts.
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Musical Preservice Generalist Teachers: Performing the "Good Teacher" and Encouraging Spaces for Deviation
Researchers have investigated musical identity and preservice teachers (Adler 2012; Talbot 2013). However, few studies have used musical identity to examine the link between the idea of “good teacher” and how preservice teachers construct their professional identity. Using identity theory and visual sociology, we analyzed over 150 musical self-portraits of preservice generalist teachers. When we completed our own musical self-portraits, we discovered self-censorship in how we depicted our musical and professional identities. This research is significant to understanding how preservice teachers may feel compelled to self-edit their identities to conform to a perceived idea of the “good teacher”.