ABSTRACT

In various discussions on school education and teacher competencies in changing times, this study aimed to obtain policy implications for nurturing and selecting future music teachers by comparing and analyzing the degree of perception of per-service and incumbent music teachers regarding competency requirements. To this end, the Competency of music teachers was summarized through the review of subject-related prior research and expert validation, and responses from 139 prospective and incumbent music teachers were collected and analyzed. As a result of the study, both pre-service and incumbent teachers showed a high level of awareness regarding importance of competency requirements, and the difference between importance and achievement was statistically significant in most competency groups and sub-items. The Results of the analysis of IPA and Borich needs showed very different priorities between pre-service and incumbent teachers. For pre-service teachers, questions directly related to the selection and appointment of music teachers showed high priority, while incumbent teachers showed high demands and needs for questions related to educational experience, including on-the-job training. Accordingly, this researcher emphasized the importance of the teacher training process linked to the field and the need for re-education and training suitable for the needs of incumbent teachers.

Keyword :

REFERENCES

1. Byun, M. H. (2014). The changes of the Korean music curriculum of music teachers' training college. Education of Korean Traditional Music, 38, 139-159.
2. Cho, D. H. (2021). A study on the Germany's training system of music teachers. Korean Journal of Arts Education, 19(2), 117-132.
3. Cho, S. K. (2010). A study on reinforcement of education and appointment for classroom-friendly music teacher. Korean Journal of Teacher Education, 26(4), 85-102.
4. Kim, H. J. (2007). Teachers' opinion for effective teaching-learning abilities in music classes. Journal of Society for Music and Korea, 33, 373-402.
5. Kim, S. K. (2016). A study on the tendency of music subject in elementary school teacher recruitment examination. Journal of Music Education Science, 26, 151-176.
6. Kim, Y. M., & Choi, B. O. (2013). Trend analysis of secondary school music teacher employment examination questions: 2009~2013 school year. Korean Journal of Research in Music Education, 42(3), 71-96.
7. Korea Institute for Curriculum and Evaluation (2008). Teacher qualification criteria, evaluation area, and evaluation content-elements of the subject 'music'. Jincheon: Korea Institute for Curriculum and Evaluation.
8. Ministry of Education (2020). 2020 practical guide to teacher qualification. Sejong: Ministry of Education.
9. Min, K. H. (2008). Development direction and operation of classroom-friendly music teacher training program. Korean Journal of Teacher Education, 24(1), 199-216.
10. Oh, J. H. (2016). A proposal on the content and criteria for a teaching demonstration in the selection evaluation of music teachers: Focused on edTPA an evaluation on student teachers in the United States. Journal of Learner-Centered Curriculum and Instruction, 16(10), 879-906. https://doi.org/10.22251/jlcci.2016.16.10.879 [Crossref]
11. Rim, M. K., & Park, M. K. (2006). Development of the teacher training program for the secodnary music teacher. Korean Journal of Research in Music Education, 30, 149-175.
12. Seo, M. J. (2017). A study on the enhancement of Korean traditional music education of secondary music teachers training institution. Doctoral dissertation, Dankook University.
13. Shin, J. H., & Lee, S. J. (2016). A study of perception on secondary teacher education programs' effects on pre-service music teachers' teaching competency. Korean Journal of Research in Music Education, 45(2), 169-186.
14. Yoon, S. W. (2015). A study on the content of the employment examination for music teachers based on PCK(pedagogical content knowledge). Journal of Music Education Science, 22, 147-168.