The Child Care Teachers' Singing Teaching Practices Based on Their Singing Teaching Beliefs
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참고문헌
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초록
This study examines general aspects of child care teachers' singing teaching beliefs, traits of their singing teaching beliefs based on background variables, and a relationship between their singing teaching beliefs and singing teaching practices. For this purpose, data collected from 222 child care teachers, who participated in in-service education performed in Gangwon province, Korea in the year of 2017, regarding their learning experiences of children's music education, their perspective of singing skills and singing teaching beliefs, as well as the current condition of singing teaching were examined and analyzed. The result showed that child care teachers' singing teaching beliefs were slightly above the normal level. In addition, the singing teaching beliefs differed depending on their educational backgrounds and capacity and were closely related to the number of courses they have taken related to children's music education, the degree of their feeling comfortable and confident in singing. The result also presented their educational backgrounds being the most influential to their singing teaching beliefs, confidence in singing being the second most, the number of courses they have taken related to children's music education being the third, and comfortableness in singing being the least influential. On the other side, singing teaching beliefs of child care teachers were related to the degree of teachers' singing during their work hours and the degree of encouraging children to sing in singing teaching practices to some extent.
Abstract
This study examines general aspects of child care teachers' singing teaching beliefs, traits of their singing teaching beliefs based on background variables, and a relationship between their singing teaching beliefs and singing teaching practices. For this purpose, data collected from 222 child care teachers, who participated in in-service education performed in Gangwon province, Korea in the year of 2017, regarding their learning experiences of children's music education, their perspective of singing skills and singing teaching beliefs, as well as the current condition of singing teaching were examined and analyzed. The result showed that child care teachers' singing teaching beliefs were slightly above the normal level. In addition, the singing teaching beliefs differed depending on their educational backgrounds and capacity and were closely related to the number of courses they have taken related to children's music education, the degree of their feeling comfortable and confident in singing. The result also presented their educational backgrounds being the most influential to their singing teaching beliefs, confidence in singing being the second most, the number of courses they have taken related to children's music education being the third, and comfortableness in singing being the least influential. On the other side, singing teaching beliefs of child care teachers were related to the degree of teachers' singing during their work hours and the degree of encouraging children to sing in singing teaching practices to some extent.
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