The Development of Occupational Identity in Undergraduate Music Education Majors Page: 3
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The following conclusions were drawn. Students showed
little commitment to occupational norms and values that com
prise a professional ideology. There were significant dif-
ferences between band, choral, and string students.
Students revealed a lack of commitment to specific wor
related skills and to a clearly defined body of knowledge,
which retarded their development of an occupational identity.
Their lack of commitment was influenced by the limited oppor-
tunities that they had to play the educator role in a
meaningful context within the training institution.
Career commitment was influenced by students attachment
to a professional ideology and by learning of new work-related
skills. Students who had had teaching experience reported a
stronger perception of themselves as music educator and they
also expressed a stronger commitment to continuing in music
education in comparison to those who had not.
The findings of this study confirmed that role development
resulted from the interaction of students, faculty, and the
training environment, Symbolic Interaction theory was found
to be a viable approach in explaining the processes of role
development in music education majors.
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L'Roy, DiAnn. The Development of Occupational Identity in Undergraduate Music Education Majors, dissertation, August 1983; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc332238/m1/3/: accessed April 25, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .