초‧중등 음악교과 담당교사의 개별화 수업에 관한 인식 및 요구

Abstract

The purpose of this study was to compare elementary and secondary music teachers’ perceptions and needs with respect to differentiated instruction. The researchers developed a questionnaire to examine the factors of instruction, teacher, learner, learning environment, school curriculum, and policy. The participants in this survey were 216 elementary and middle school music teachers nationwide. Based on the survey results, the conclusions were as follows: first, the elementary and secondary music teachers showed differences in their perspectives regarding the value of instruction and the priority of assessment and evaluation. The secondary music teachers created more detailed evaluation criteria, which considered students’ individual differences, than the elementary teachers. Second, the secondary music teachers demonstrated more interest in opportunities for the teacher professional development such as workshops related to differentiated instruction than elementary teachers. They also showed stronger needs for an increase in the number of music teachers than the elementary teachers. Third, the elementary teachers strongly felt that their students understood the content of instruction compared to the secondary music teachers. The secondary music teachers applied teaching and learning materials that reflected students’ individual differences more than the elementary teachers. Fourth, the secondary music teachers showed stronger needs for constructing networks based on the local resources and for centers for music instruction that supported differentiated music instruction. Lastly, in consideration of the differences in their students’ individual musical abilities, the secondary music teachers indicated a stronger necessity for increasing class hours for music, as well as political and financial support.