예비 음악교사의 학교현장 실습에 대한 만족도 조사 연구

Abstract

Field training for pre-service teachers is an important process that helps future teachers understand the school environment and gain expertise in teaching the subject. This study aims to investigate the differences in satisfaction levels of pre-service teachers who have undergone two types of field training in schools, namely, the existing four-week training and semester-based training. For this purpose, this study surveyed pre-service teachers who participated in either four-week or 15-week field training programs to examine the overall content of the training, including class demonstrations, class observations, guidance, and classroom management, and investigated the subjects’ satisfaction factors to draw implications. The survey results showed that pre-service teachers who participated in the semester-based program had high satisfaction levels as well as a strong interest in school life and teachers’ work. In particular, the semester-based practice provided concrete and realistic experiences of teaching required in the actual field through creative activities, a student orchestra, the free-semester system, and music clubs, which were unavailable in the existing four-week program. The result implies that to further enhance the quality of the field training of pre-service music teachers, an organic linkage among schools, the Office of Education, and teacher training institutions is critical to enable the stable operation of semester-based training. To ensure the effectiveness of field training for teachers who will play a significant role in future education, the in-field teaching of major subjects should be considered, and the curricula of teacher training institutions and their continuous connections with partner schools should be systematically restructured.