The period 1974–1999 were transition years for government school systems in Australia and New South Wales (NSW), where government agencies issued numerous policies and documents to influence and manage education and resultant classroom pedagogy. During those years, many music syllabi were produced for enactment in NSW, placing multiple demands on teacher accountability. This paper forms part of a larger study involving three generations of music teachers representing different career stages and experiences and presents the voices of the group of experienced music teachers (EMTs), exploring the impact of syllabus change, teacher identity, pedagogical skills, and eventual flourishing as confident teachers.

中文翻译：

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时代，他们正在发生变化：澳大利亚中学课堂音乐教师反思 40 年来他们的早期职业生涯


1974 年至 1999 年期间是澳大利亚和新南威尔士州 (NSW) 公立学校系统的过渡年，政府机构发布了大量政策和文件来影响和管理教育以及由此产生的课堂教学法。那些年里，新南威尔士州制定了许多音乐教学大纲供颁布，这对教师的责任提出了多重要求。本文是一项更大规模研究的一部分，该研究涉及代表不同职业阶段和经历的三代音乐教师，并呈现了经验丰富的音乐教师 (EMT) 群体的声音，探讨了教学大纲变化、教师身份、教学技能和最终的影响。作为自信的教师蓬勃发展。