예비중등음악교사의 국악지식 형성배경이 국악 수업 설계에 미치는 영향

Abstract

Objectives The purpose of this study was to specify the relationship between variables related to Korean Traditional Music Class Design, such as pre-service teachers’ Background of Traditional Korean Music Knowledge Formation, and their general characteristics of demographic.
 Methods For this purpose, an online survey was conducted on 80 students majoring in music education at graduate schools of education located across the country to measure the general characteristics of the research subjects, the Background of Korean Traditional Music Knowledge Formation and Pedagogical Content Knowledge(PCK) shown in Korean traditional music class design. First, an independent samples t-test and one-way ANOVA were conducted to confirm differences in Pedagogical Content Knowledge according to general characteristics such as gender, marital status, and number of graduate schools attended, etc. Next, the sub-factors of general characteristics that showed significant differences as a result of the independent sample t-test and one-way analysis were set as control variables, and each sub-factors of the background of Korean traditional music knowledge formation(KTM); intra-personal formation background, contextual formation background) was set as an independent variable. Hierarchical multiple regression analysis was conducted to confirm the influence of variables on the design of Korean traditional music classes.We surveyed 80 graduate students majoring in music education located across the country and measured their general characteristics of demographic, PCK(the teaching content knowledge) that appear in the design of Korean traditional music classes, the Background of Korean Taditional Music Knowledge Formation, Statistical analysis, correlation analysis, independent samples t-test, one-way ANOVA, and Hierarchical regression analysis were performed.
 Results First, in terms of differences in the level of Korean traditional music class design according to the general characteristics of prospective secondary music teachers, the experience of taking Korean traditional music courses and Korean traditional music training experience, which were mentioned as important in previous studies, did not appear statistically significant. Second, this study examined the effects of pre-secondary music teachers' backgrounds on the design of Korean music lessons and found that among the sub-factors of teaching content knowledge measured through lesson design, the effects of contextual backgrounds on curriculum knowledge and intrapersonal backgrounds on content knowledge were statistically significant.
 Conclusions The results showed that there was a difference in scores among the sub-elements (pedagogical knowledge, curriculum knowledge, and content knowledge) of the Korean traditional music class design designed by prospective secondary music teachers, and it was confirmed through research that the background of Korean traditional music knowledge formation had an influence on the Korean traditional music class design.