초등학교 예비교사들의 음악수업 비평 양상

Articulating Aspects of Music Lesson Criticism of Pre-Service Teacher in Elementary Schools

본 연구의 목적은 초등학교 예비교사의 음악수업보기에서 나타나는 양상을 드러내는 데에 있다. 연구 대상은 G교육대학교 2학년 112명으로, 예비교사들은 음악 수업을 보고 수업비평문을 작성하였으며, 수업 비평문은 근거이론의 개방코딩으로 범주화하여 빈도분석을 실시하였다. 그 결과, 예비교사들은 음악적 관점보다는 교육학적 관점으로 음악수업을 관찰하며, 음악적 관점과 교육학적 관점, 교사, 학생을 개별로 분리하여 보는 분절적 관찰의 특징이 나타났다. 또한 자신들의 음악적 경험 기반에 의해 형성된 오개념과 편견이 다수 드러났으며, 대상 수업 교사를 모델화하여 자신을 성찰하는 모습이 관찰되었다. 이를 기반으로 예비교사들의 음악과 교육과정에서의 시사점을 논의했으며, 교과교육학의 중요성 및 좋은 수업보기를 통한 교수 능력 강화, 교과전담제의 확대 및 정착을 제언하였다.

The purpose of this study is to articulate the pedagogical content knowledge of music classes of pre-service teachers in the elementary level, observing specific music lessons. 112 participants were currently enrolled in G university of Education and they were mostly sophomores. All these participants were required to observe specific music lessons and wrote class critiques. The collected data from this study were analyzed with Grounded Theory which included categorizing the data with the specific themes by using opening coding. The coded data were analyzed by frequencies in Descriptive Statistics. The result revealed that when pre-service teachers observed and analyzed music classes, they paid more attention to the general pedagogical point of view rather than the musical contents knowledge. These participants tended to dissecting all components of music education into a general pedagogy, music, teacher, and student while they were observing and analyzing music lessons. These fragmented pedagogical knowledge and their past experience of music lessons led them to developing misconceptions and prejudice. At the same time, this study was also shown that pre-service teachers had attempts to doing self-reflection of the music lesson through modeling a teacher who taught the music lesson that they observed. A researcher was able to discuss the implications of the emerging music curriculum and to suggest the importance of the pedagogical content knowledge of music classes which was enhance music teachers` capabilities for teaching by observing good music lessons and which expanding and settling Subject Dedicated System in Music Education.