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음악교사 정체성 연구 동향 고찰

Trends in the Research on Music Teacher Identity

김지혜
미래음악교육학회 (Association for Future Music Education)|2020.08|미래음악교육연구 (The Journal of Future Music Education)|제5권 제2호|pp. 23-46|DOI 10.36223/jnafme.2020.5.2.002

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참고문헌

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교사교육교사 정체성Teacher Identity음악교사 정체성음악교사 전문성Identity of Music TeachersMusic Teacher ProfessionalismEducation of Teachers

초록

본 연구는 음악교사 정체성과 관련된 문헌들을 분석하여 연구 동향을 파악하는 것을 목표로 한다. 이에, 최근 10년간 국외 저널에 게재된 음악교사 정체성 관련 문헌들을 탐색하여 연구대상과 연구방법에 따라 일차적으로 문헌을 분석한 후, 그 내용을 바탕으로 연구주제들을도출하였다. 연구대상별 분석 결과, 일반음악을 전공한 예비교사 및 현직교사들은 그들의 음악적 정체성을 낮게 인식하는 반면, 전문음악교육을 받은 음악 예비교사와 현직교사들은 높은 음악적 정체성에 비해 그들의 교사 정체성을 상대적으로 낮게 인식하는 경향을 보였다. 그리고 두 그룹 모두에서 음악 정체성과 교사 정체성의 조화를 이루기 위한 시도들이 공통적으로 나타났다. 연구방법별 분석 결과, 음악교사 정체성 형성에 관련된 사례연구를 통한 질적연구가 가장 많이 쓰였으며, 음악교사 정체성의 요소 파악, 측정도구 개발 등에는 양적연구가쓰였음을 알 수 있었다. 그밖에도, 혼합 연구, 문헌 연구 등의 방법들이 사용되었다. 위와 같은 대상별, 방법별 분석 기준에 따른 주제별 분석 기준의 결과, 음악교사 정체성의형성 과정, 음악교사 정체성의 구성 요소 분석, 음악교사 정체성의 형성에 효과적인 프로그램탐색의 세 가지 연구주제를 도출하였다. 또한 이러한 주제들에서 음악교사 정체성이 계속해서 변화하고, 여러 하위요소로 구성되며, 교사교육 프로그램들을 통해 긍정적인 방향으로 정체성을 형성시킬 수 있음을 확인하였다. 본 분석을 통해 살펴본 음악교사 정체성 연구의 동향을 바탕으로 우리나라 초·중등학교 음악교사들의 특수성을 반영한 정체성 연구를 실시할수 있을 것이다.

Abstract

The purpose of the current study is to understand the trends in the research on music teacher identity by literature reviews. Research topics are selected through the preliminary analysis of the literatures according to the research subjects and methods. The literatures are chosen among those related with the identity of music teachers and published in international journals during the past 10 years. For each research subject, a trend is seen that pre- and in-service general music teachers regard their own musical identity low, whereas pre- and in-service specialist music teachers regard their teacher identity low despite their high degree of musical identity. It is also revealed that both general and specialist music teachers try to harmonize their musical and teacher identities. On the other hand, analysis of the research methods shows the most frequent use of qualitative research done by the case study on the formation of music teacher identity. Quantitative research is also used for the identification the elements of music teacher identity, the development of measurement tools, etc. Besides, mixed approaches and literature studies are used. Based on the aforementioned analyses, three research topics for music teacher identity—the process of its formation, the analysis on its constituent elements, and the search of effective programs for its formation—are selected. Study on these topics verifies that the music teacher identity changes continuously, consists of several sub-elements, and can be formed in a positive way by teacher-educating programs. The trends summarized in this study are expected to facilitate the research on the music teacher identity for the elementary and middle school music teachers in Korea by reflecting their unique characteristics.

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