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PCK 기반 서양음악사 교과교육과정의 개발 및 적용 탐구: 예비중등음악교사를 중심으로

Empowering Korean Preservice Secondary Music Teachers’ Pedagogical Content Knowledge (PCK) in Western Music History Education

한정민
교과교육연구소 (Research Institute of Curriculum & Instruction)|2024.02|교과교육학연구 (Journal of Research in Curriculum Instruction)|제28권 제1호|pp. 16-29|DOI 10.24231/rici.2024.28.1.16

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키워드

교사교육Agency행위주체성PCKTeacher Education내용교수지식음악교육Music History서양음악사Music EducationBackward Design Model백워드 설계모형Teacher Competency

초록

본 연구의 목적은 PCK(Pedagogical Content Knowledge; 교수내용지식) 기반의 서양음악사 교과교육과정의 개발과 실천을 통해 예비음악교사의 실천적 역량 강화 방안을 모색하는 것이다. 이를 위하여 PC K 프레임워크를 적용한 서양음악사 교과교육과정을 설계하고 서울 소재의 교사양성기관에서 5명의 예비중등음악교사를 대상으로 15주차에 걸쳐 실천하였으며 이에 대한 성찰활동의 산출물을 귀납적으로 분석하여 결과를 도출하였다. 본 연구 결과, 학기 초 참여자들은 공통적으로 서양음악사 내용지식 뿐만 아니라 교수 역량이 부족하다고 인식하고 있었으나 학기 전반에 걸쳐 통합적인 교수내용지식 역량의향상을 구체적으로 경험한 것으로 나타났다. 본 연구 참여자들은 서양음악사 PC K 역량 강화의 요인으로, 본 교과목의 서양음악사 강의내용 재해석 에세이와 발표 활동, PCK 역량 성찰 활동, 중·고등학교 교과서 서양음악사 내용 분석활동과 수업 시연 등 자기주도적인 포트폴리오 수행 과제 및 교수자의 발문 및 동료 간의 수평적인 피드백 및 상호 소통 등 학습자 중심의교과 교육의 설계와 실천을 인식한 것으로 나타났다. 본 연구는 PC K 기반 서양음악사 교과교육과정을 개발하고 실천함으로써 음악학적인 관점에서 답습되어 온 기존의 서양음악사 교과를 음악교육학적인 관점에서 제시하였다는 데에 의의가 있다. 본 연구는 국내외 동향에서 다소 희소한 PC K 기반 교사 교육 개발 자료로써 예비음악교사의 PC K 역량의 이론과 실제의 발전에 기여한다.

Abstract

This qualitative study aims to explore ways and develop a course that can empower Korean pre-service music teachers’ competency of Pedagogical and Content Knowledge (PCK) in Western music history education. To fulfill the aim, the 15-week PCK-framework based Music History course was developed and executed with five preservice music teachers at a graduate school of education in Seoul, Korea. The data was collected through the participants’ reflections and open-ended surveys taking place at Week 1, Week 8, and Week 15. The data was then analyzed by the qualitative inductive coding. As a result, the PCK-based Music History course designed with the Backward design model overall enhanced their PCK competency. The study found that their PCK competency improved through the performer-based class activities such as weekly lecture summary writing and presentation, school textbook analyses, and teaching demonstration practices as well as the teacher educators’ constructive interactions with the preservice teachers in the context of Western music history teaching and learning. This study contributes to the underrepresented PCK-related theory and practice for effective preservice music teacher education.

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