중등예비음악교사의 교직에 대한 염려 조사
Pre-Service Secondary Music Teachers’ Concerns About Music Teaching and Learning
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초록
최근 들어 교사 성장과정에서 예비교사들이 가지고 있는 염려에 많은 관심이 집중됨에 따라 본 연구에서는 한국의 중등예비음악교사들이 가지고 있는 교직에 대한 염려를 조사하고자 하였다. 연구 목적에 따른 연구문제는 다음과 같다: (1) 중등예비음악교사들의 전반적인 교직에 대한 염려는 어떠한가? (2) 교사교육 프로그램의 단계에 따른 중등예비음악교사들의 교직에 대한 염려는 어떠한 차이가 있는가? (3) 이전 음악교수 경험에 따른 중등예비음악교사들의 교직에 대한 염려는 어떠한 차이가 있는가? 이를 위해 서울 소재 대학교 교육대학원에 재학 중인 93명의 중등예비음악교사들을 대상으로 설문지를 배부하고 수집하였다. 연구의 결과는 다음과 같다. 첫째, 본 연구의 예비음악교사들은 전반적으로 음악교수와 학생에 대한 영향에 대해 가장 높은 염려를 나타냈다. 둘째, 교사교육 단계가 높아질수록 예비음악교사들의 자신에 대한 염려는 줄어들고 음악교수와 학생에 대한 영향과 관련된 염려는 더 많이 나타났다. 셋째, 방과후 수업이나 돌봄 교실을 경험한 중등예비음악교사들은 이를 경험하지 않은 참여자들보다 낮은 염려의 수준을 보였다. 이러한 결과를 바탕으로 중등예비음악교사들이 교직에 대한 세부적인 염려를 해소하는 데 도움을 줄 수 있도록 교사교육기관의 교과과정 개선의 필요성과 학교 현장과의 협력을 통해 교사교육기간 동안 중등예비음악교사들이 다양한 교수경험을 쌓을 수 있도록 지원해야 한다는 것을 제안하고자 한다.
Abstract
Recently, there has been a growing focus on the concerns pre-service teachers have as they move through different stages of their teacher preparation programs. Accordingly, the purpose of this study was to investigate pre-service secondary music teachers’ concerns about music teaching and learning. The specific research questions were as follows: (a) What concerns are most common among participants? (b) What are differences in the concerns of pre-service secondary music teachers based on their stage of teacher preparation? (c) What are differences in the concerns of pre-service secondary music teachers based on their previous teaching experiences? A survey was distributed to pre-service secondary music teachers in a university in Seoul, and responses from a total of 93 participants were included in the final analysis. Data analysis indicated that pre-service music teachers experienced more concerns related to teaching tasks and student impact than themselves. Also, as participants progressed through their teacher preparation programs, self concerns decreased while task concerns and student impact concerns increased. Pre-service secondary music teachers who had previously taught in a school had fewer concerns than participants with no teaching experience. Suggestions for how teacher preparation programs can address the concerns of pre-service secondary music teachers are offered.
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