ABSTRACT

The purpose of this study was to analyze the educational needs of preliminary elementary school teachers for music teaching competency. For this study, a survey was conducted to 175 preliminary elementary school teachers who were seniors of the National University of Education with specialization of music education and have just finished their student teaching. A total of 144 questionnaires were collected and 136 questionnaires among them were analyzed except the questionnaires that were answered incompletely. The findings of this study were as follows. First, the perceived importance levels of music teaching competency were higher than the current performance levels of music teaching competency. Second, there were statistically important differences between the perceived importance levels and the current performance levels. Third, preliminary elementary school teachers had relatively higher perceived importance levels and current performance levels in sub-competencies of the professionlaism domain than other competencies. Last, preliminary elementary school teachers had the high educational needs on the music teaching competency according to knowledge of students, structuralization of music class, selection of teaching strategies, motivation, interaction with students, professional growth from the highest order.

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