예비유아교사의 협업능력 증진을 위한 협력적 음악활동 모형의 구성 및 효과 탐색

Construction and Effects of Cooperative Music Activity Model for the Improvement of the Collaborative Skills of Preservice Early Childhood Teachers

본 연구는 미래 유아교육현장의 주체로서 중요한 역할을 담당하게 될 예비유아교사들에게 요구되는 협업능력의 증진을 위하여 협력적 음악활동 모형을 구성하고 이를 예비유아교사 64명을 대상으로 10주간 적용한 후 그 효과를 탐색하는 것을 목적으로 하였다. 연구결과 본 연구에서 구성한 협력적 음악활동 모형은 자율적 팀 빌딩(주제선정, 팀 구성 및 역할분담), 교수자의 학습주제 안내, 모둠별 탐구활동(개별학습 및 준비), 모둠별 발표, 동료평가와 학습 성찰의 5가지 단계로 이루어져 있다. 적용효과는 예비유아교사들의 협력적 활동에 대한 선호도가 증가하였으며 협업능력 발달정도는 6.00 (7-Likert scale)이상으로 나타났다. 또한 협력적 음악활동이 예비유아교사의 음악적 지식 및 기능의 습득 뿐 아니라 협업능력의 증진에 효과적으로 작용하였음을 확인할 수 있었다. 이러한 연구결과를 토대로 예비유아교사 양성과정에서의 학습자 중심 교과운영 및 협업 환경의 제공을 위한 교육정책의 필요성, 그리고 예비유아교사의 협업능력증진을 도모하기 위한 교수자의 역할이 매우 중요함을 논하였다.

The purpose of this study was to construct a cooperative music activity model geared toward improving collaborative skills, which are required for preservice early childhood teachers who will play a vital role as early childhood educators in the future. And it s also meant to explore the effects of the model after applying it to 64 preservice early childhood teachers for 10 weeks. The cooperative music activity model consists of four stages: autonomous team building(selecting the theme, organizing teams and role division), introduction by the teacher on the selected learning theme, inquiry activities by each group(individual learning and preparation), group presentation, peer evaluation and reflection on learning. To determine the effects of the cooperative music activity model, the selected preservice early childhood teachers were tested on academic achievement. Preference for cooperative music activities, developmental level of collaborative skills and reflection on cooperative music activities as learners, and the collected data were analyzed. They got 6.00 or higher in developmental level of cooperative skills on a seven-point Likert scale. Also, it s ascertained that the activities effectively served not only to step up the acquisition of the musical knowledge and skills of the preservice early childhood teachers but to enhance their collaborative skills. Given the findings of the study, the necessity of learner-centered curriculum management for preservice early childhood teachers and that of an educational policy about providing cooperative environments were discussed, and the great importance of teacher roles was discussed as well as a way to improve the collaborative skills of preservice early childhood teachers.