Desire for Recognition and Recognition of Desire: A Theoretical Account of the Influence of Student Teacher Fantasy on Self-Efficacy
Action, Criticism and Theory for Music Education
In the face of increasing teacher burnout, in this paper I explore the theoretical implications of political accountability measures on student music teacher self-efficacy in England. I propose a necessary shift from institutional priorities to weaker personal aspirations as a route towards more sustainable teaching. Through reflecting on my own professional practice, I highlight distinctions between teachers' individual aspirations and professional action but propose that teachers themselves
... achers themselves are somewhat complicit in this disparity. This assertion draws on a Žižekian conceptualization whereby actions aim to appease a fantasy of how the subject perceives they appear to others. For student teachers, I suggest that the attempt to appease their multiple influential figures effectively self-silences personal aspirations; however, given the multifaceted priorities of these influential persons, I argue this appeasement entails a perpetually unfulfilling endeavour. Rather, I call for an intervention which highlights that this desire to appease others and be recognised as proficient is personally sustained, and thus malleable, in order to encourage student teachers to nurture more individually fulfilling and sustainable professional practice.