Identity and Community: A Qualitative Study of Specialist Primary Music Teachers in New South Wales, Australia

This qualitative study explored the experiences of specialist primary (elementary) music teachers working in New South Wales, Australia. The study was significant in developing understanding about these practitioners in an Australian context, as research in this area has principally been undertaken in jurisdictions where specialist primary music teachers are more prevalent. The data were collected in two stages, using a qualitative multicase design. The first stage entailed semi-structured interviews with 19 participants, including specialist music teachers and professional learning providers. The second stage consisted of four intensive case studies conducted within school settings that enabled investigation of the themes that emerged during initial data analysis. The two themes identified were the participants’ music teacher role identities and their participation in learning communities. In accordance with symbolic interactionist theories, the participants’ music teacher role identities were shaped by social interaction. The study reaffirmed the dynamic nature of the music teacher role identity, with participants experiencing shifts in the prominence of sub-identities. The findings revealed the influence of role support for music teachers’ self-perceived identities provided by school leaders and community members. Personal conceptions of role identities were expressed through music education pedagogical practices. The participants’ interactions with school staff and community stakeholders affected the place of music in school-based communities of practice. The inclusion of music in the joint enterprises of schools was reflected in the provision of teaching spaces, time allocations or support for professional learning, and the withholding of resources hindered the music teachers’ participation in communities of practice. Music specialist teachers engaged in landscapes of practice that influenced identities and provided avenues for developing shared competencies