Exploring Music Student Teachers’ Professional Identity: A Systematic Literature Review

Abstract

This systematic literature review thoroughly analyzes the characteristics and influencing factors of music student teachers' professional identity from 2013 to 2023. The study reveals an increasing academic focus on this field year by year, predominantly employing qualitative research methods such as in-depth interviews and focus groups. While these methods deeply reflect individual experiences, they may lack generalizability across a broader population. The professional identity of music student teachers is influenced by a combination of personal traits, socio-cultural background, and educational training. Additionally, emerging research themes are beginning to focus on the role of social media and digital technology in shaping professional identity. These technologies not only change the way music student teachers interact with information, resources, and peers but also provide new avenues for self-expression and career development. This review emphasizes the importance of integrating theory and practice and proposes specific recommendations for course design, teacher training, mentor support, cross-departmental, and cross-cultural collaboration. Furthermore, it discusses the impact of family and societal factors on music education and the necessity of employing mixed research methods to comprehensively explore the development of music student teachers' professional identity. Only by considering the diverse needs of theory and practice, combined with specific implementation strategies and models, can we more effectively support the development of professional identity in music student teachers.