A sala de aula de música na perspectiva de licenciandos: representações mentais e construção da identidade docente

Abstract

Research Question/Problem

One of the challenges of music teacher education is supporting the transition from the identity of the musician to the musician-teacher or teacher-musician. This study presents a segment of research developed by the Music, Culture and Praxis group (XXXX/XXXX), investigating the following question: What are music education students’ conceptions of what constitutes a music education classroom?

Objectives

This study aimed to investigate the process of construction of the teaching identity of students in the Music Teacher Education program at the XXXXXXX XXXXXXXXXX XX XXXXX. Through the analysis of their conceptions of music, teaching, and learning, the research also sought to examine the predominance and relationship between the identity of the musician and that of the teacher.

Method 

This is a qualitative study with an exploratory and interpretative approach. The methodology consisted of a literature review and the collection and analysis of data (Almeida and Teixeira, 2023; Mateiro and Audrá, 2022). Data was collected through the production of drawings representing a music classroom by the students, and through a discussion circle. The participants were organized into two groups: students who entered the program in 2025.1 (freshmen) and those who entered in 2024.1. 

Results and Main contributions

We believe that studying the process of developing musical and teaching skills makes it possible to map how students evolve throughout the program and to identify which competencies need to be strengthened, enabling more individualized pedagogical actions. According to Barroco and Superti (2014), art allows each student to experience new feelings; therefore, the drawing reveals that the transition to teaching requires that instruction cease to be merely classroom content and become a personal experience. 

In the ten drawings produced by the class of 2024.1 group, it was observed that the presence or absence of people, furniture and instruments in the space reflects individual conceptions of how a music classroom is, or should be. In the eleven drawings produced by the class of 2025.1 group, a diversity of interpretations of everyday school life can be observed, with a stronger focus on the classroom structure and the symbolism of the environment. Most of the drawings did not include people, instead focusing on the physical structure of the classroom or the use of captions to explain specific codes and symbols.

Conclusions and/or Implications

Based on the data obtained, it becomes evidente that time in the program the experiences in curriculum components focused on teacher education are essential pillars for the students' sense of belonging to the teaching profession and for the development of the necessary competencies. The analysis showed that the drawings produced by first-year students contained fewer elements related to teaching practice.

Finally, we highlight that the use of drawings as a methodological research tool proved effective in revealing what students think about music teaching. The variety of graphic representations indicate that many still do not perceive themselves in the role of educators, prioritizing performance to over teaching.