초등음악교사의 음악교수효능감에 따른 교수행동 분석

An analysis on teaching behaviors based on music teaching efficacy level of elementary school music teachers

본 연구는 초등학교 음악교사를 대상으로 비참여 음악수업관찰을 통해 음악교사효능감의 정도에 따른 교수행동의 실태를 분석해보는데 목적이 있다. 이를 위해 음악교수효능감이 높은 초등음악교사 2명과 낮은 초등음악교사 2명의 총 20개 음악수업을 대상으로 현경실의 한국음악 수업 분석법과 최은식의 비언어적 수업행동 분석 평가지를 바탕으로 제작된 음악교사의 언어적·비언어적 행동 분석표(황인영, 2004)를 가지고 각 수업들을 분석하였다. 분석 결과, 첫째, 음악교수효능감의 정도에 관계없이 언어적 교수행동이 비언어적 교수행동보다 높은 비율을 차지하였으나 음악교수효능감이 높은 교사가 낮은 교사보다 언어적 교수행동의 비율이 낮게 나타났다. 둘째, 음악교수효능감의 정도에 관계없이 언어적 교수행동에서 지시적 발언이 비지시적 발언보다 높은 비율을 차지하였으나 음악교수효능감이 높은 교사가 낮은 교사보다 비지시적 발언의 비율이 높고, 지시적 발언의 비율은 낮게 나타났다. 셋째, 음악교수효능감이 높은 교사는 낮은 교사보다 비지시적 발언 중 ‘학생의 느낌과 생각의 수용’과 ‘단순 질문’을 제외한 ‘질문’ 활동유형에서 높은 비율을 나타냈고, 지시적 발언 중에서는 총 음악수업시간에서 ‘강의’와 ‘지시’가 차지하는 비율이 낮게 나타났다. 넷째, 음악교수효능감의 정도에 관계없이 비언어적 교수행동 중 음악적 모델링제시가 총 수업시간에서 차지하는 비율은 차이가 나타나지 않았으나 음악교수효능감이 높은 교사가 낮은 교사보다 ‘반주’에서 높은 비율이 나타났다. 다섯째, 음악교수효능감의 정도에 관계없이 학생들의 실제 음악활동시간과 ‘개별학습’의 비율은 차이가 나타나지 않았으나 음악교수효능감이 높은 교사는 낮은 교사보다 ‘조별학습’에서 높은 비율이, ‘전체학습’에서 낮은 비율이 나타났다.

Teaching efficacy is one of the cognitive factors that have direct influence on teaching behaviors, so the importance of teaching efficacy is emphasized in the instructional research for suggesting desirable teaching behaviors. The purpose of this study was to analyze teaching behavior based on music teaching efficacy level through non-participant observation. Two music teachers with high music teaching efficacy and two music teachers with low music teaching efficacy were sampled by the Music Teacher Efficacy Scale. Twenty video tapes of non-participant observation were analyzed with music teachers verbal and non-verbal behavior analysis table made by Hwang In-Young, which is based on Flander s verbal interaction analysis, Hyun Kyungsil s Korean Category System for Music, and Choi Eunsik s A Measure of Non-verbal Music Teaching Behaviors. The results were as follows. First, the percentage of verbal teaching behaviors was higher than the percentage of non-verbal teaching behaviors with no relation to the level of music teaching efficacy. In verbal teaching behaviors, music teachers with high music teaching efficacy showed lower percentage than music teachers with low music teaching efficacy. Second, in verbal teaching behaviors, the percentage of directional utterances was higher than that of non-directional utterances with no relation to the level of music teaching efficacy. Music teachers with high music teaching efficacy showed higher percentage in non-directional utterances, and lower percentage in directional utterances than music teachers with low music teaching efficacy.Third, among non-directional utterances, music teachers with high musicteaching efficacy showed higher percentage in ‘clarify students’ feeling constructively and develop or make use of their ideas and ‘ask questions’ and lower percentage in ‘lecture’ and ‘give directions’, as compared with those with low music teaching efficacy. Fourth, in non-verbal teaching behaviors, there was no difference in the percentage of ‘musical modeling presentation’ regardless of the level of music teaching efficacy. However, in ‘accompaniment’, music teachers with high music teaching efficacy showed higher percentage than music teachers with low music teaching efficacy. Last, regardless of the level of music teaching efficacy, there was no difference in the percentage of students actual music activity time and ‘individual learning activity’. However, teachers with high music teaching efficacy showed higher percentage in ‘group activity’ and lower percentage in ‘whole class activity’ than those with low music teaching efficacy.