중학교 음악교사의 원격수업 실행에 관한 질적 연구

Abstract

Objectives The purpose of this study is to analyze the music teachers’ stories about ‘how to teach regular middle school music curriculum and what to experience’ in the situation of the COVID-19 Pandemic and to suggest the implications for how to improve the online music class.
 Methods Based on the narrative inquiry method, this study focused on exploring the meaning, that is, knowledge, created by collecting stories about non-face-to-face remote classes of middle school music teachers. For this study, three middle school music teachers in Seoul, who are guiding the music curriculum of the revised 2015 curriculum in middle schools, were selected as study participants. Although it was difficult to select research participants for in-depth interviews with middle school music remote classes, the selection of research participants was centered on experienced teachers with a lot of educational experience. In-depth interviews were conducted as a qualitative research method of Hatch, and the results were analyzed.
 Results First, the music teachers said that they taught students music theory and music appreciation-oriented learning contents, one-way online classes, and reduced evaluation. Second, the stories about what music teachers experienced showed the difficulties in the urgent and rough music online class environment, using unfamiliar music platforms and making learning contents and frequently changed academic schedules.
 Conclusions Through this study, we can derive suggestions on how to improve the online music class of middle school music teachers as follows: First, music teachers should enhance technological capabilities for Digital·AI devices. Second, Music teachers should be able to produce music content for feedback and cooperative communication. Third, music teachers should develop evaluation content tools centered on each student's development process.