ABSTRACT

This study aimed to examine the educational meaning of elementary teacher learning community for a music subject. For the study, observation of five teachers` music classes, individual interviews, and reflective journals were gathered and analyzed. The summary of the results was as follows. First, through peer-to-peer interaction, elementary teachers in teacher learning community learned music teaching strategies, acquired their change of perspectives on music teaching and learning, and reflected their own music classes. Second, the personal development through teacher learning community was not expanded outside the community. Finally, fewer people and the process to apply new knowledge to teachers`` music classes were important elements to facilitate collaboration among elementary teachers in the community.

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