음악교사교육 연구에 대한 試論 = A Trial Study on Teacher Education in Music
저자
발행기관
학술지명
권호사항
발행연도
1992
작성언어
Korean
KDC
051
자료형태
학술저널
수록면
363-382(20쪽)
제공처
소장기관
This study was undertaken to investigate the trends of teacher education in music in the United State of America. It was found that music teacher preparation institutes truly devoted to the training of music specialists for public schools do not exist in Korea. Therefore, this study would be served as a model and also as the basic reference for the study of music teacher preparation in Korea which will be proceed in near future. After raising the fundamentals questions, the Trends of Teacher Education; the Qualification of Music Teacher; and the Program for Music Teacher Education are discussed in this paper.
For the past twenty years, there happened many things which greatly influenced education. We have moved from being an industrial society to becoming an information society, implying that more than ever before our capacity to cope will depend in large measure on the quality of our education systems. And quality education depends on the teacher. Teachers have responsibility for student education and it is teacher who can influence the students.
The study on teacher education is a constant ongoing process. It never can be fully resolved because teacher preparation should change with the needs of the times and with those of the changing society. The competency-based education movement is affecting most professions in the U. S., and it fits into the societal and professional demands of greater accountability.
The notion that the arts should be taught primarily by trained and certified teachers from the discipline of either art or music has been almost universally accepted. The quality of art education in the schools depends upon the training and qualification of art teachers. Music educators who are competent, flexible, creative and curious will be prepared to survive and flourish in a world of change. They have the capacity to make a profound difference in the lives of those around them.
The recommendation issued in 1986 by the Holmes Group and the Carnegie Forum on Education and the Economy, suggest impetus to the movement toward a change in the way of training teachers. That is, the America should dramatically change her States certification practice. Practitioners should be certified on the basis of proven professional competence rather than competence as a college student.
The Carnegie report contained recommendations which included the creation of national board for teacher standards whose role would be to establish more rigid certification requirements throughout the country. The board would issue two certificates : a Teachers Certificate and an Advanced Teachers Certificate. Both would be specific to subject and grade levels, and could be endorsed on examination for other subject matter areas or levels. The certification testing should enable the board to judge the quality of the candidates general education, mastery of subjects and knowledge, and mastery of the techniques required in teaching specific subjects.
Both Holmes and Carnegie Groups recommended the replacement of undergraduate teacher education programs followed by a masters degree program in professional education and an intern experience under the guidance of a master teacher. They also believed that close ties between the universities and schools are necessary in order to improve teacher education.
Music teacher qualifications place emphasis on persons who evidence of a high degree of insight and skill in four principal areas : professional cometence ; personal qualities and relationships with others; understanding of educational processes, and Understanding of the dynamics of change. The older norms of appearance, alertness, emotional poise, attitude, etc., can no linger be taken as infallible criterion indices to personal qualifications of teachers and educational leaders since we can not find any evidence of fixed norms to which such terms may be applied. In their place, it is suggested that we substitute "situational" criteria for assessing personal factors. These critera suggest ways of determining the effectiveness of individuals in meeting the demands of situations which may typically be found in education.
The most critically needed changed in each of three areas of music teacher education program are as follows : Musicianship, Professional Education, and General Education. More than anything else, a music teacher must have rigorous musical training. They must be actively involved in such programs as listening, performance, improvisation, composition aural analysis, history, and criticism, The four year see sequential program in comprehensive musicianship will become the basis of training for all undergraduate musicians and this will take at least half the portion of the total preservice education.
All music methods courses should be taught by music educators who have had years of successful experience in teaching in elementary and secondary schools. A frequent complaint situations in the schools. All prospective music teachers need to experience music learning at all levels in order to become complete music educators rather than narrow specialists.
Preservice music teachers also must be required to engage in a substantial amount of stuffy outside music in such broad areas as natural science, social science, and arts and humanities, These areas should be flexible enough to be selected according to the students personal, self-fulfilling needs without the pressure of specific requirements.
Teachers tend to teach as they were taught, not as they were taught to teach. When they enter the public school classroom, they are more class than to apply the principles of learning theory, curriculum development, and methodology presented in their college classroom. This vicious circle makes educational reform almost impossible. Effective teaching requires similar kinds of knowledge and skill, no matter when or where the teaching takes place within the public school environment. The music educators mission for the future is to collectively help the society toward achieving its human potentials so that this society will have at least a vital musical culture an enlightened music public.
In Korea, problems in teacher education in music is more serious. Due to the lack of understanding concerning music education by the college administrators and much lack of financial support from the government in this area, it is far behind from the standards discussed in this paper. Therefore, it is urgently needed to reform, develop, and realize the importance of music teacher education program, Especially, curriculum reform in music education program should be undertaken as a first step. It is also important to keep close relationship with problems in general education such as researches in developing curriculum and various programs.
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