문화기술의 융합 (The Journal of the Convergence on Culture Technology)

  • 제10권6호
  • /
  • Pages.347-353
  • /
  • 2024
  • /
  • 2384-0358(pISSN)
  • /
  • 2384-0366(eISSN)
국제문화기술진흥원 (The International Promotion Agency of Culture Technology)
권호 표지
DOI QR코드

DOI QR Code

기악 교사의 PCK 함양을 위한 교수·학습 방향 탐색

Exploring Instructional and Learning Strategies for Enhancing PCK in Instrumental Music Teachers

  • 이미연 (경남대학교 음악교육과)
  • 투고 : 2024.08.15
  • 심사 : 2024.11.05
  • 발행 : 2024.11.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

이 연구는 음악 이론과 실기를 효과적으로 가르칠 수 있는 교사의 능력 함양을 위하여 기악 교사의 PCK 함양을 위한 교수·학습 방향을 탐색해 보는 것이 목적이다. 연구 결과는 첫째, 기악 교사는 연주 능력을 함양하기 위해서는 교사가 개별적으로 지식을 습득하는 것 뿐만 아니라 실제 가르치는 경험을 통하여 PCK 지식을 체계적으로 쌓아나가는 과정이 중요하다. 둘째, 기악 교사가 PCK 함양을 위해서는 PCK의 다양한 구성 요소와 그 단계들을 명확하게 인지하고 이를 기악 학습 과정에 효과적으로 적용할 수 있는 능력을 갖출 수 있어야 한다. 셋째, PCK를 함양을 위해서 기악 수업의 목적과 목표 및 수업에 대한 학생들의 이해, 기악 수업에 관한 효과적인 교육 전략 및 학습자의 개별적 특성과 학습 수준을 고려한 적절하고 다양한 평가 제시가 가능해야 한다. 이러한 과정은 기악 교육의 질을 높이며 학생들의 전반적인 음악적 성장을 촉진하는 데 중요한 역할을 할 수 있을 것이다.

The purpose of this study is to explore teaching and learning directions for fostering PCK in instrume ntal music teachers in order to cultivate teachers' ability to effectively teach music theory and practice. The rese arch results show that, first, in order for instrumental music teachers to develop performance skills, it is importa nt for teachers to systematically build PCK knowledge through actual teaching experiences as well as individuall y acquiring knowledge. Second, in order for instrumental teachers to cultivate PCK, they must be able to clearl y recognize the various components and steps of PCK and to effectively apply them to the instrumental learning process. Third, in order to cultivate PCK, students should be able to understand the purpose, goals, and classes of instrumental classes, and present appropriate and diverse evaluations that take into account individual characte ristics and learning levels of learners.This course will improve the quality of instrumental education and play an important role in promoting the overall musical growth of students.

키워드

참고문헌

  1. Doyle, W., "Theme in teacher education research," In W. Houston, M. Hanberman, & J. Sikula (Eds.), Handbook of research on teacher education, pp. 3-24, NY: Macmillan, 1990.
  2. Clark, C., & Peterson, P., "Teachers' thought processes," In M. Wittrock (Ed.), Handbook of research on teaching, pp. 10-12, NY: Macmillan, 1986.
  3. Hoyle, E., & John, P. D., "Professional knowledge and professional practice.," London: Cassell, 1995.
  4. Verloop, N., "Praktijkkennis van docenten: Eenblinde vlek van de onderwijskunde," pedagogische studien, Vol.69, pp. 410-423, 1992.
  5. Brown, S., & McIntyre, D., "Making sense of teaching," Buckingham: Open University Press, 1993.
  6. Putman, R. T., & Borkr, H., "Teacher learning: implications of new views od cognition, In B. Biddle, T. L. Good, & I. F. Goodson (Eds.)," International handbook of teachers and teaching, volumeII, Derdrecht: Kluwer, 1997.
  7. Fenstermacher, G. D., "The knower and the known: the nature of knowledge in research on teaching," Review of Research in Education, Vol.20, pp. 3-56, 1994.
  8. Shulman, L. S., "Those who understand: knowledge growth in teaching," Educational Researcher, Vol.15, No.2, pp. 4-14, 1986. DOI: https://doi.org/10.3102/0013189X015002004
  9. Berry, A., Depaepe, F., & van Driel, J., "Pedagogical content knowledge in teacher education," In J. Loughran & M. Hamilton (Eds.), International handbook of teacher education, pp. 347-386, Springer Singapore, 2016.
  10. H.S. Kim, "Study on Elementary School Teachers Awareness on Korean Traditional Music PCK and Formation Process," Journal of Music Education Science), No.22, pp. 45-61, 2015.
  11. J.Y. Oh, "Elementary school pre-service teachers to cultivate PCK Design and execution of Korean traditional music practical classes," Journal of Music Education Science, Vol.57, pp. 97-121, 2023. DOI: http://dx.doi.org/10.30832/JMES.2023.57.97
  12. Y.Y. Han, "A Comparative Study on the Interest and Self-Efficacy of Elementary School Students for the Danso and Sogeum Performing Activities)," Journal of Korean Music education, Vol.48, No.48, pp. 3-36, 2019.
  13. T.H. Park, H.J. Kong, W.J. Kim, H.K. Lee, H.S. Kwon, S.I. Oh, M.K. Moon, E.H. Noh, S.J. Choi., "Aha! PCK class design centered on student learning. II: Music, ethics, art, practical studies, English, int egrated subjects," Gyeonggi-do: Academy Press, 2015.
  14. Barendsen, E., & Henze, I., "Relating teacher PCK and teacher practice using classroom observation," Research in science education, Vol.49, No.5, pp. 1141-1175, 2019. DOI: 10.1007/s11165-017-9637-z
  15. Van Gelder, L., Peters, J. J., "Oudkerk Pool, T., & Sixma, J., Didactische analyse," Groningen: Wolters-Nooedhoff, 1973.
  16. Koopman, C., "Broadly based piaon education for children aged 5-7: The PIPO project at the Royal Conservatory music as music education: On the educational potential of community music," International Journal of Music Education, Vol.25, No,2, pp. 151-163, 2007.
  17. Mullen, P., "We don't teach, we explore: Aspects of community music delivery," 2002. www.worldmusiccentre.com/uploads/cma/mullenteachesplore.PDFgj
  18. Lennon, M., & Reed, G., "Instrymental and vocal teacher education: competences, roles and curricula," Music Education Research, Vol.14, No.3, pp. 285-308, 2012.
  19. D.W. Kwon, & M.J. Seog, "Understanding and Application of PCK for Music Teachers," Journal of Science Education, PNU, Vol.44, No.4, pp. 460-471, 2016.
  20. European Association of Conservatoires(AEC), "Instrumental and vocal teacher education: European perspectives," Utrecht: Association of European Conservatoires, 2010.