This qualitative case study explores how culture-bearer pedagogical identities develop in preservice elementary music education. Focussing on two preservice teachers of Cajun heritage, the study examines how they situate themselves as culture-bearers and how this positioning influences their pedagogical identity formation. Data were gathered through interviews, classroom observations, and reflective journals. These sources were analysed thematically to identify the processes and activities that supported culture-bearer pedagogical identity development and the ways these experiences shaped their perceived proficiency in culturally responsive and diverse music teaching. Findings reveal that engaging as culture-bearers enhanced the teachers’ confidence, informed instructional decision-making, and fostered culturally responsive learning environments. The study also highlights challenges, including balancing curriculum mandates with heritage-based approaches. Implications for music teacher education include the value of supporting preservice teachers in integrating their cultural heritage into practice to enrich students’ musical experiences, strengthen teacher identity formation, and position culture-bearing as a pedagogical asset in music education that affirms diversity.
Julius Kyakuwa (2026) studied this question.