The purpose of this study was to investigate the tendency of teachers' knowledge about music pedagogical content knowledge and music teaching efficacy, and the perception of music pedagogical content knowledge and music teaching efficacy according to ...
The purpose of this study was to investigate the tendency of teachers' knowledge about music pedagogical content knowledge and music teaching efficacy, and the perception of music pedagogical content knowledge and music teaching efficacy according to background variables.
The research problems presented in this study are as follows:
First, what is the tendency of the childcare teachers' knowledge of music pedagogical content knowledge?
second, what is the perception of knowledge of musical music pedagogical content knowledge according to the background variables of childcare teachers?
Third, what is the tendency of the childcare teachers to the music teaching efficacy?
Fourth, what is the perception of music teaching efficacy according to the background variables of childcare teachers?
Survey was conducted with 212 childcare teachers by using the music pedagogical content knowledge instrument developed by Yoon, ji-young(2014) and the music teaching efficacy test instrument by Bang, Eun-young and Park, chan-ok(2005) as tools.
The data were collected using the PASW19.0, and the background variables of the subjects were calculated with frequency and percentage. The mean and standard deviation were calculated to examine the tendency of music teaching content knowledge and music teaching efficacy of the study subjects. One-way ANOVA was conducted to examine the perception of variables by subject, and post-test was conducted using Scheffé method.
The results of this study are summarized as follows:
First, the teacher 's tendency toward knowledge of music pedagogical content knowledge was the highest perception of curriculum knowledge, and perception of curriculum knowledge was relatively low. In other words, it means that the teacher puts importance on the curriculum knowledge rather than the teaching contents in practicing the music lesson. This suggests that the contents of the music curriculum should be treated professionally in the process of teacher education and retraining.
second, there was a significant difference in the music pedagogical content knowledge teaching contents according to background variables of daycare teachers in education except age, career, and work organization type. The perception of music pedagogical content knowledge teaching according to education level of nursery teacher was higher in order of graduate school graduation and graduate school graduation and 3.79.
Third, the teachers' tendency toward music teaching efficacy was higher than expected beliefs. Looking at the sub-factors, the expectation average of the results was 3.61 and the average belief in the proficiency was 3.37. In other words, it can be interpreted that teachers' expectation about their results is more positive than belief in music teaching ability.
Fourth, there was a significant difference in the educational efficacy of music teaching except the age, career and type of work agency.
The perception of musical teaching efficacy according to educational background was higher in the order of Graduate school graduates and followed by attending graduate students, and the result of post-test showed that there was statistically significant difference between high school and graduate school, professional college and graduate school, university college and graduate school
The results of this study are as follows:
First, it was found that teacher 's education level was an important variable in relation to the knowledge of music teaching contents and perception of music teaching efficacy according to background variables of daycare teachers. Based on this, there is need to provide opportunities for academic achievement through re-training courses such as graduate schools entering graduate levels and in-service teacher-training programs.