예비음악교사의 플립 러닝에 대한 인식 및 교육적 활용가능성에 관한 연구

Abstract

The purpose of this study was to investigate student teachers’ perception and educational applicability of flipped learning in music education. In this study, the following questions were addressed: (1) what are the student teachers’ perceptions of flipped learning in music education? (2) How do the student teachers understand the flipped learning regarding pedagogical effects? (3) What is the educational applicability of flipped learning that the student teachers think? Using the convenience sampling, two universities and two graduate schools of education in Seoul were selected. From the t-test and one-way ANOVA analyses (n=70), the findings revealed that the student teachers had positive perspectives on using flipped learning in music education. They believed the positive influence or effects of flipped learning in music education on various dependent variables, such as students’ academic achievement, motivation, and attitudes. The student teachers would like to utilize the flipped learning in their future classrooms albeit possible problems. This study suggested that a useful area of future research might be to investigate in-service music teachers’ perspectives on flipped learning. Further studies also might be conducted with pre- and/or in-service music teachers of a different demographic, various other cultures, or applied to another research site. Moreover, this study suggested that music educators, school administrators, public agencies, and institutions need to design professional development workshops focused on flipped learning in music education.