Career-Related Self-Perceptions of Vocal Music Teacher Candidates
Career-Related Self-Perceptions of Vocal Music Teacher Candidates

Summary/Abstract: The new nuance of the paradigm shift in teacher education attaches increasing importance to the already established personality traits and psychological belief systems of teacher candidates1. From this perspective, it is expected that teacher education can respond more dynamically to the patterns, social changes and school contexts that students are confronted with. In this way, we can move closer to a practice that does not only focus on supply-based, provider-type schooling, but also on needs-based alternatives, slowly resolving the contrast between what is learned during training and what is later experienced in the real school context2. Monitoring the self-image and beliefs of singing and music teacher candidates is important not only for realising their professional potential, but also for their mental health and career persistence. In our study, we used a self-developed questionnaire completed by 99 young singing and music trainee teachers. In addition to descriptive statistical procedures, we used factor and cluster analyses to get closer to answering our research questions. In our study, we focused on the students' self-concept and self-concept related to their careers, and through this, we also examined the motives influencing their employment. Our results show that there is a need within teacher education to develop strategies that help to balance the dimensions of students' realistic self-definition during their higher education and career entry years.

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