Abstract
The tension between performer and teacher identities in music education is a widely recognized phenomenon within the profession. However, in Colombia, previous research has mainly focused on curricular evaluations, profile, and labor market conditions, leaving a significant gap in our understanding of identity. This study aimed to investigate the role identities among graduates of the Adventist University Corporation. Two focus groups were conducted to explore the existing condition of teacher and performer identities and the impact of government-mandated curricular modifications on recent graduates’ teacher identity. The results revealed a persistent dichotomy among participants in their working lives despite institutional efforts. The major causes of identity imbalance were less than ideal working conditions in public schools, hidden curricula, and career breadth. To address these issues, future governmental and institutional endeavors should focus on improving working conditions, adapting curricula to the labor market, and providing active support for teacher identity based on experiences.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
