The purpose of this grounded theory was to discover the process of undergraduate students’ music teacher identity development in the first 2 years of their preservice music education program. Participants in this study were 21 undergraduate students from an introduction to music education course. We collected multiple types of data, including interviews and written artifacts, from a course-based undergraduate research experience that focused on music teacher identity development. Consistent with Charmaz’s approach, data collection and analysis were grounded in a constructivist paradigm. We analyzed participants’ music teacher identity development in a cyclical, three-phase process during the early years of their undergraduate teacher education programs. The three phases involved (a) outer experiences and interactions, (b) inner reflective processes, and (c) actions based on their reflections. The phases were situated within the context of participants’ developing sense of self. Central to this process was the students’ personal development, particularly as individuals in the stage of late adolescence.

中文翻译：

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早期职前音乐教师身份发展的基础理论

这一扎根理论的目的是发现本科生在职前音乐教育项目的前两年音乐教师身份发展的过程。这项研究的参与者是 21 名音乐教育概论课程的本科生。我们从专注于音乐教师身份发展的基于课程的本科生研究经验中收集了多种类型的数据，包括访谈和书面文献。与查马兹的方法一致，数据收集和分析以建构主义范式为基础。我们分析了参与者在本科教师教育项目早期的周期性、三阶段过程中的音乐教师身份发展。这三个阶段涉及（a）外部经验和互动，（b）内部反思过程，以及（c）基于反思的行动。这些阶段是在参与者自我意识发展的背景下进行的。这一过程的核心是学生的个人发展，特别是作为青春期后期的个人。