Korean novice music teachers’ perceptions of their first years’ challenges

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish
Pages (from-to)568-579
Number of pages12
JournalMusic Education Research
Volume23
Issue number5
DOIs
StatePublished - 2021

Bibliographical note

Funding Information:
This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea under Grant [NRF-2018S1A5A8027267].

Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

  • beginning teacher challenge
  • music teacher preparation
  • Novice music teacher
  • professional development
  • teacher difficulty

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