A Systematic Review of Research on Pre-service Music Teachers’ Professional Identity (2015–2025): Methods, Conceptualization, and Main Findings
Year: 2026
Type: article
Study design: Systematic Review
Abstract: Professional identity is key to pre-service music teachers’ development and retention, yet research remains fragmented. This systematic review synthesizes empirical studies published between 2015 and 2025 on pre-service music teachers’ professional identity, addressing research methods, conceptualizations, and major findings. Following PRISMA, we retrieved English-language studies from four databases and included 46 empirical studies for thematic synthesis and narrative analysis. Results show that qualitative designs dominate (case studies, grounded theory, narrative inquiry), with interviews and reflective journals as primary data sources. Most studies conceptualize professional identity as dynamic and socially constructed, emphasizing the musician–teacher dual identity. Four themes emerged: reflective practice; interpersonal support and contextualized experiences; musician–teacher identity negotiation and integration; and co-evolution of identity with teaching practice and efficacy. Quantitative evidence confirms positive associations between professional identity and teaching intention, retention intention, and teaching efficacy. Overall, professional identity develops through reflection, social interaction, and practice. Music teacher education should prioritize reflective learning, supportive communities, and identity negotiation, while future research needs more longitudinal and cross-cultural studies.
Source: Acta Innovations
Authors: Cao Jing, Nor Hafizah Binti Adnan, Nur Atiqah Binti Jalaludin
Institution: National University of Malaysia
Subfield: Music
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7212371126
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