예비음악교사의 협력적 음악이론 수업 탐색

An exploration about pre-service teachers peer-tutoring in a music theory course

This study explored the application of peer-tutoring to music theory for pre-service music teachers. Fourteen pre-service music teachers who had taken the music analysis course participated in this study. The participants were asked to write reflective journals about their peer-tutoring experiences for every class and other data resources, such as in-depth interviews and participant observations, were also used. The following conclusions and implications were discussed. First, pre-service music teachers were able to experience the synergetic nature of instructions between teaching and learning. Second, the participants were able to deliver knowledge and skills, as well as experience interactive and affective aspects of instructions. Third, pre-service music teachers obtained knowledge on the actual context of their curriculum. Lastly, the tutors were more satisfied with this tutoring experience than the tutees.