My role as a university-based, general classroom music teacher educator in England has become unclear, exacerbated by policies that have undermined the field of classroom music in schools and the role of universities in teacher education. Using self-critical inquiry enacted as critically reflexive autoethnography, I interrogated my professional practice to rethink my pedagogic identity. Theoretical perspectives, drawn from Bernstein and Bourdieu, were used to chart my shifting identity. This paper introduces a theorised model to illustrate a range of pedagogic identities for Key Stage 3 (KS3) general classroom music teacher education.

中文翻译：

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重新思考第三关键阶段普通课堂音乐教师教育的教师身份：一项自民族志研究

作为英国一名以大学为基础的普通课堂音乐教师教育者，我的角色已经变得不明确，而破坏学校课堂音乐领域和大学在教师教育中的作用的政策加剧了这一角色。我利用自我批评的探究作为批判性反思性的自我民族志，审视我的专业实践，重新思考我的教育身份。来自伯恩斯坦和布迪厄的理论观点被用来描绘我不断变化的身份。本文介绍了一个理论模型来说明关键阶段 3 (KS3) 普通课堂音乐教师教育的一系列教学身份。