국립국악원 교원연수 프로그램 개선 방향 모색을 위한 수요조사 분석

Abstract

This study aimed to examine the needs of participants for the ideal contents and management methods of the in-service teacher training program, designed by the National Gugak Center, in response to the changes of the time and supervision direction for the mid-and long-term improvement of the Center's in-service teacher training program. For this purpose, the examiner conducted a (random sampling) of online survey with teachers, who are responsible to music lessons in elementary and secondary school around the nation. A total of 722 teachers participated in the survey with 483 and 239 in elementary and secondary school, respectively. In terms of in-service training contents, 52.9% of the respondents hoped to receive in-service training in the area of performance practice, followed by music appreciation and theory classes (22.6%), and class model (24.5%). The majority of teachers wanted “play-type” lectures, preceded by “subject-connected” and “student performance” styles. They chose Samullori first for the performance practice class, followed by janggu accompaniment and Minyo (folk song)/Pansori classes. When asked about the introduction of remote in-service training program, the biggest percentage of teachers asked for a mixed-type, heralded by separate devices of remote in-service training classes and by the disagreement to the introduction of distant in-service training program. They preferred 15 and 30 hours of in-service training classes for elementary and intermediate courses, respectively. The biggest number of the respondents hoped to add a “local-based selective practice type training program (30 hours),” followed by an “accommodation style classes, concentrated on percussion instruments courses for three nights and four days (20 hours)” and “one-day in-service training type program with a collection of various gugak lessons (6 hours)”. Based on these findings, this study made the following proposals for the mid-and long-term development directions of the in-service teacher training program of the National Gugak Center: First, the scale of teachers eligible for in-service training should be expanded, both online and offline. Secondly, it is necessary to apply so called “customized-to-field” content to the training program, and also to develop new in-service training sessions applying various management methods. Thirdly, there is a need to strengthen connection between the Center's in-service teacher training program and its in-house Gugak education projects. And finally, the Center should serve as the platform to build a nationwide ecosystem for in-service teacher training program for Gugak.