초등학교 교사의 음악교과 교사 정체성에 영향을미치는 요인
Factors Influencing Teacher Identity in Music Subject for Elementary School Teachers
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본 논문의 목적은 초등학교 교사의 음악교과 교사 정체성에 영향을 미치는 요인을 분석하는 것이다. 이를 위해, 음악교과 교사 정체성을 조사할 수 있는 설문지를 개발하고, 음악교육 전문가에 의해 설문지 타당성을 검토한 후 예비조사를 실시하여 최종 설문지를 구성하였다. 설문은 인천과 경기도의 초등학교에서 음악교과를 1년 이상 가르친 교사 325명을 대상으로 실시하였다. 수집된 자료를 바탕으로 음악교과 교사 정체성을 조사하기 위해 기술통계를 실시하였다. 교사의 인구사회학적 특성과 음악적 경험에 따른 음악교과 교사 정체성의 차이점을 밝히기 위해 빈도분석, 독립표본 t검정, 일원 배치 분산분석을 실시하였다. 연구 결과, 교사의 인구사회학적 특성 중 성별, 교직 경력, 전공 요인에 따라 초등학교 교사의 음악교과 교사 정체성이 달라지는 것으로 조사되었다. 성별에 따른 정체성은 여교사가 남교사보다 높게 나타났다. 교직 경력에 따른 정체성은 교직 경력 20년 이상의 교사들이 20년 미만 교사들보다 높게 나타났다. 전공에 따른 정체성은 학부나 석사 과정에서 음악교육을 전공한 교사들이 타 교과를 전공한 교사들보다 높게 나타났다. 음악적 경험에서는 교사가 음악을 개인적으로 배운 경험과 음악활동 경험에 따라 음악교과 교사 정체성이 달라지는 것으로 조사되었다. 교사가 되기 전이나 후에 음악을 개인적으로 배운 경험과 음악활동을 한 경험이 음악수업에 영향을 많이 준다고 답한 교사들의 음악교과 교사 정체성이 높게 나타났다.
Abstract
The purpose of this research is to analyze the factors affecting elementary school teachers in regard to teacher identity in music subject. For that, a questionnaire was first developed to investigate teacher identity in music subject, and validated by reviewing of music education experts. In addition, a preliminary survey was conducted to organize the final version of the questionnaire. The main survey was conducted for 325 teachers who had experience in teaching music subject at elementary schools in Incheon and Gyeonggi-do for more than a year. Descriptive analysis was conducted to investigate the teacher identity in music subject based on the collected data. Frequency analysis, independent sample t-test, and one-way analysis of variance were conducted to reveal the differences in teacher identity in music subject according to the sociodemographic characteristics and musical experiences. As a result of the study, it was found for the sociodemographic characteristics that the teacher identity in music subject varied according to gender, teaching career, and major. For the teacher identity by gender, the female teachers were higher than the male teachers. For the teacher identity by teaching career, the teachers with equal to or more than 20 years of teaching experience were higher than those with lesser teaching experience. For the teacher identity by major, the teachers who majored in music education were higher than those with other majors. For the musical experiences, it was found that the teacher identity in music subject varied according to the experiences in personal music learning and in musical activities. The teachers who answered that their personal music learning and musical activity experiences before and after becoming teachers affect a lot to music teaching were shown to be higher in teacher identity than those who did not.
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