Abstract
ABSTRACT Recently, there have been attempts to improve the support for beginning music teachers by investigating their difficulties during their first teaching years. The purpose of the study was to describe Korean novice music teachers’ perceptions of their first years’ challenges. In this study, data were generated through participants’ reflective journals, two individual interviews per participant and class observations. The findings indicated that beginning music teachers commonly felt insufficient in terms of music subject matter knowledge and skills as music educators as well as their assessments of students’ performances in music classes. They also mentioned their challenges, especially their relationships with students. Suggestions not only for practice in music teacher preparation and support but for future research on beginning music teachers are provided.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
