A Collaborative Group Study of Korean Mid-Career Elementary Teachers for Professional Development in Music

Autor/inn/en	Shin, Jihae; Seog, Moonjoo
Titel	A Collaborative Group Study of Korean Mid-Career Elementary Teachers for Professional Development in Music
Quelle	In: International Journal of Music Education, 36 (2018) 1, S.85-95 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761417704011
Schlagwörter	Elementary School Teachers; Faculty Development; Music; Teacher Collaboration; Group Dynamics; Music Education; Foreign Countries; Inservice Teacher Education; Peer Relationship; Music Teachers; Teaching Methods; Student Attitudes; Case Studies; Observation; Diaries; Qualitative Research; South Korea + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Musik; Lehrerkooperation; Gruppendynamik; Musikerziehung; Ausland; Lehrerfortbildung; Peer-Beziehungen; Music; Musiklehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Case study; Fallstudie; Case Study; Beobachtung; Diary; Tagebuch; Qualitative Forschung; Korea; Republik
Abstract	Professional development for in-service teachers is necessary to meet the changing needs of students and society. This teacher collaboration study examined the experiences of mid-career elementary teachers in Korea in their music professional development. Research questions included: (1) What were the contents of discussion? (2) What was the level of participation among elementary teachers in a collaborative group? (3) How did the focus of the group change over time? The data collection included nonparticipant observation, participants' reflective journals, researchers' logs, and artifact collection. Findings showed that participants mainly discussed teaching strategies about music classes and reflected new knowledge that were closely related to confidence in teaching. In addition, teachers in this collaborative group played different roles throughout the group meetings depending on their expertise and interests, but there was also a need for a facilitator. Finally, teachers in the group gradually identified the importance of teacher collaboration for their professional development and attempted to be peer mentors for others outside the collaborative group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01