Motivational aspects of becoming a music teacher
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Abstract
Teaching music has a rather special place in Hungarian public education. There have been only few Hungarian studies which examine learning to play a musical instrument or teachers who teach a musical instrument. The aim of this study is to shed light on the complex nature of engagement towards being a musical instrument teacher. Interviews were conducted with nine pre-service music teachers and with six experienced in-service musical instrument teachers. Results of content analysis showed that there are numerous aspects which affect the process of becoming a teacher, making a decision about learning and choosing a musical instrument. Besides the inner drives, some of the most prevalent factors are family and parents’ impact. Differences were found between pre- and in-service teachers regarding their preferences in choice of profession.
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