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What is attractive about becoming a music teacher? Exploring the motivations of pre-service music teachers towards the profession Mateos-Moreno, Daniel Música - Estudio y enseñanza Profesores de música Musicología Motivación (Psicología) Música - Investigación Uncovering the motivations towards a profession may contribute to a better understanding of how the profession is chosen and will be pursued. However, the research on the attractiveness of the music teaching profession is rather limited and predominantly focused on identity development, thereby overlooking other aspects that may play a role. In pursuing a case study, my aim is to contribute to this field of research by investigating the views of pre-service music teachers enrolled at the University of Karlstad in Sweden. The results depict a unique motivational profile compared to their counterparts in other subjects. These differential aspects are threefold, indicating a high prevalence of ‘extrinsic motivations’ driving their choice of profession, that ‘altruistic reasons’ have lower significance as a motivating factor, and that there is a poor perceived relevance of these individuals’ future profession. In addition, this study provides evidence of the prevalence of ‘musician identities’ over ‘teaching identities’ and foresees the dependence between the participants’ motivation and their future students’ progression. Moreover, I hypothesise that career changes and Pygmalion effects are to be expected if intrinsic motivation towards the profession is not fostered or if this population’s motivation is linked to the progress of their students rather than the challenge of motivating them in the first place. 2024-01-10T13:31:06Z 2024-01-10T13:31:06Z 2024-01-10T13:31:06Z 2023-12-01 journal article Mateos-Moreno D (2023). What is attractive about becoming a music teacher? Exploring the motivations of pre-service music teachers towards the profession. British Journal of Music Education 40, 311–324. https://doi.org/10.1017/ S0265051723000335 https://hdl.handle.net/10630/28609 10.1017/ S0265051723000335 eng http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional Cambridge