In this article, we explore identity construction in specialist music teacher education. In this longitudinal study, we followed 11 preservice music teachers through their education for five years, 2016 to 2021, in a music teacher training program directed toward upper secondary schools in Sweden. For decades, music education researchers have identified tension between the music teacher and musician identities. This tension is today challenged by critical thinking concerning the rapid societal and cultural changes of late modern society and by the need to take social responsibility for music education in a broader context. The data for this report comprise 11 journal entries (designated “personal reflections” and written by each participant in their first year) and five focus group interviews, produced in three steps over five years. Throughout the data production, “past,” “present,” and “future” served as keywords. Content analysis focused on identity constructions was conducted using the concepts of social positioning and music identity. The findings show how the students gradually shifted their social positioning from being cultural bearers in local society to being music specialists, aiming to teach skilled and motivated young people. However, this gradual change was not linear but was multilayered, complex, and contradictory.

中文翻译：

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连接社会与音乐：瑞典职前音乐教师社会定位的纵向研究


在本文中，我们探讨了专业音乐教师教育中的身份建构。在这项纵向研究中，我们在 2016 年至 2021 年的五年内跟踪了 11 名职前音乐教师的教育，该计划是一项针对瑞典高中的课程教师培训计划。几十年来，音乐教育研究人员已经确定了音乐教师和音乐家身份之间的紧张关系。今天，关于晚期现代社会快速社会和文化变化的批判性思考以及在更广泛的背景下承担音乐教育社会责任的必要性挑战了这种紧张关系。本报告的数据包括 11 篇日记条目（指定为“个人反思”，由每位参与者在第一年撰写）和 5 次焦点小组访谈，在五年内分三个步骤完成。在整个数据生产过程中，“过去”、“现在”和“未来”都是关键词。使用社会定位和音乐身份的概念进行以身份建构为重点的内容分析。研究结果显示，学生如何逐渐将他们的社会定位从当地社会的文化承载者转变为音乐专家，旨在培养技能娴熟、积极进取的年轻人。然而，这种渐进的变化不是线性的，而是多层次的、复杂的和矛盾的。