ABSTRACT

The purpose of this study was to examine pre-service music teachers’ perceptions of the education practice system for the preparation of the education practice semester system, which is being piloted. A survey was conducted on 118 pre-service music teachers enrolled in college and graduate schools of education. The questionnaire was analyzed using descriptive statistical analysis, cross-analysis, and t-test with SPSS 23. The study found that pre-service teachers preferred 7 to 8 weeks of education practice and suggested that it should be increased to 5 credits. In addition, pre-service teachers want to participate in various activities such as class management and the school administration system. They also had a positive view of the support provided by the schools or departments they were involved with during their education practice. The study provides valuable insight into the impact of the education practice system on the preparation and professional development of future teachers. The findings can be used to make decisions about the implementation and potential improvements of the system.

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