Musical identity, pedagogy, and creative dispositions: Exploring the experiences of popular musicians during their postgraduate teacher education in a changing Welsh education landscape

Vivienne John, Gary Beauchamp, Dan Davies, Thomas Breeze

Research output: Contribution to journalArticlepeer-review


Much has been written on the different learning paths of classical and popular musicians and the view that popular musicians can be marginalized within the musical hegemony. Adopting Lucas, Claxton, and Spencer’s creative dispositions model, this article explores the extent to which this might occur when popular musicians learn to become secondary classroom music teachers. Data were collected through a series of semi-structured interviews from three popular musicians on a Post-Graduate Certificate of Education (PGCE) Secondary Music program. Utilizing a qualitative approach, the findings suggest that popular musicians innately demonstrate imaginative, inquisitive, and collaborative creative musical capacities. However, learning to teach seems to significantly impact their pedagogic identity as they experience underlying performativity cultures and hierarchical relationships in schools. This article considers the risks associated with undervaluing the creative dispositions of popular musician teachers, including minimizing their potential to reconceptualize pedagogic expertise at a time of significant education reform in Wales.

Original languageEnglish
Number of pages13
JournalResearch Studies in Music Education
Early online date18 Apr 2024
Publication statusE-pub ahead of print - 18 Apr 2024


  • classroom music
  • creative dispositions
  • identity
  • music
  • music pedagogy
  • student teachers

ASJC Scopus subject areas

  • Education
  • Music

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