Based on findings of an in-depth social phenomenological study this book describes the
experiences of music teachers whose careers are rich complex and multi-faceted. Stories of
their professional enactments contribute rich considerations in music teacher identity
discourse and to the construction of their professional selves. Analysis revealed an overall
sense of professional self and various degrees of three role-taking selves: performing
teaching and musical. Findings suggest that an active purposeful construction of consociate
relationships can support a balanced reconciled conception of self which promotes flexibility
within and among structures of the lifeworld and profession. Individuals' social worlds are
highlighted in terms of ways they shape social and professional worlds. With a wide view of who
music teachers are and what they do this book reveals insights to the supports needed to enact
a long satisfying career.
