ABSTRACT

This study investigates the impact of secondary school music teachers’ backgrounds in gugak (Korean traditional music) knowledge formation on Pedagogical Content Knowledge (PCK). Backgrounds in gugak knowledge formation were treated as independent variables, PCK as the dependent variable, and demographic factors as control variables. A total of 138 in-service secondary music teachers in Korea completed the survey. Data were analyzed using descriptive statistics, correlation analysis, and multiple regression. The findings revealed significant differences in PCK levels based on the number of gugak courses completed and the inclusion of gugak in daily-life classes. Overall, backgrounds in gugak knowledge formation positively influenced teachers’ PCK. Specifically, experiential background significantly affected all PCK subdomains, while interpersonal background influenced pedagogical and curriculum knowledge.

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