ABSTRACT

This study investigates the impact of secondary school music teachers’ backgrounds in gugak (Korean traditional music) knowledge formation on Pedagogical Content Knowledge (PCK). Backgrounds in gugak knowledge formation were treated as independent variables, PCK as the dependent variable, and demographic factors as control variables. A total of 138 in-service secondary music teachers in Korea completed the survey. Data were analyzed using descriptive statistics, correlation analysis, and multiple regression. The findings revealed significant differences in PCK levels based on the number of gugak courses completed and the inclusion of gugak in daily-life classes. Overall, backgrounds in gugak knowledge formation positively influenced teachers’ PCK. Specifically, experiential background significantly affected all PCK subdomains, while interpersonal background influenced pedagogical and curriculum knowledge.

Keyword :

REFERENCES

1. Byun, M. H. (2014). The changes of the Korean music curriculum of music teachers' training college. Journal of Korean Music Education, 38, 139-159.
2. Cha, E. (2019). Study on teaching method of singing for Korean folk song: from 2015 revision music textbook of middle school. Master's thesis, Kookmin Univerisity.
3. Cho, S. G., & Jung, S. A. (2016). A survey on music teachers perception of TPACK. Journal of Music Education Science, 29, 135-155.
4. Choi, E. S., & Oh, J. H. (2022). Secondary school teachers' music class experience and perceptions of music TPACK during the COVID-19 pandemic in Korea. The Journal of Furture Music Education, 7(1), 49-69.
5. Choi, S. K. (2013). The study on validation of measurement scale to special school teachers' practical knowledge. Journal of Intellectual Disabilities, 56(4), 283-307.
6. Choi, S. K., & Kim, J. G. (2017). Orientation according to background variables of the hearing impaired school teachers and analysis of relationship between practical knowledge orientation and curriculum and teaching-learning Factors. Journal of Special Education & Rehabilitation Science, 56(4), 283-307. https://doi.org/10.23944/Jsers.2017.12.56.4.13 [Crossref]
7. Choi, Y. K. (2012). The analysis of PCK cases in elementary music creation class. Korean Journal of Arts Education, 10(3), 199-226.
8. Chung, J. W., Lee, S. J., Oh, J. H., Jeong, J. E., & Choi, M. Y. (2023). A study on the perception and improvement plans for preliminary elementary teachers' music TPACK. Journal of Music Education Science, 54, 1-23. https://doi.org/10.30832/JMES.2023.54.1 [Crossref]
9. Elbaz, F. (1983). Teacher thinking; A study of practical knowledge. Croom Helm Ltd.
10. Han, J., Lim, Y., & Hong, H. (2022). Problems and improvement directions of curriculum localization. The Journal of Curriculum Studies, 40(2), 151-179. https://doi.org/10.15708/KSCS.40.2.7 [Crossref]
11. Hong, M. (2005). Theoretical study of social studies teacher's practical knowledge-Focused on the social studies instruction. Social Studies Education, 44(1), 101-124.
12. Jang, G. J. (2011). Music teachers' cognition of pedagogical content knowledge in music education. Journal of Music Education Science, 13, 41-58.
13. Jung, E. G. (2018). Study on the contents of 'Korean traditional music in everyday life' in elementary school music textbooks based on 2015 revised curriculum. Journal of Korean Music Education, 45, 189-211.
14. Kang, H. W. (2006). Integration of Korean multicultural society: Factors and policy directions. Institute of Public Policy & Administration, 20(2), 5-34.
15. Kim, H. (2018). The Awareness of piano teachers' about technology pedagogical and content knowledge (TPACK). Research in Music Pedagogy, 19(2), 31-57.
16. Kim, H. R. (2015). A study on pre-service music teacher's PCK and teaching anxiety of other music majors. Master's thesis, Ewha Womans University.
17. Kim, H. S. (2010). A study of PCK of elementary school teachers on Jajinmorijungton. Korean Journal of Research in Music Education, 39, 77-100.
18. Kim, H. S. (2015). A study on elementary school teacher's awareness on Korean traditional music PCK and formation process. Journal of Music Education Science, 22, 45-61.
19. Kim, S. Y. (2017). A study of secondary music teacher's pedagogical content knowledge of Korean traditional music. Master's thesis, Seoul National University.
20. Kwon, D. W., & Seog, M. J. (2016). Understanding and application of PCK for music teachers. Teacher Education Research, 55(4), 460-471. https://doi.org/10.15812/ter.55.4.201612.460 [Crossref]
21. Lee, D. W., & Kwon, J. S. (2014). The study on validation of measurement scale to special school teachers' practical knowledge in the mathematics concerning students with intellectual disabilities. The Journal of Inclusive Education, 9(1), 49-77. https://doi.org/10.26592/ksie.2014.9.1.49 [Crossref]
22. Lee, J. H. (2016). A study on the prospective music teachers' pedagogical content knowledge (PCK) and teaching attitude about Korean traditional music. Master's thesis, Ewha Womans University.
23. Lee, Y. J. (2017). A study on the correlation between the music teacher's efficacy and the cognition of pedagogical content knowledge (PCK) on music teachers in secondary education. Master's thesis, Ewha Womans University.
24. Lee, K. E. (2007). Research on pedagogical content knowledge in music education based on 2007 revisedational music education curriculum (RRI 2007-3-5). Korea Institute of Curriculum & Evaluation.
25. Ministry of Education (2015). Music curriculum. No. 2015-74. [supplementary 12]. Ministry of Education.
26. Ministry of Education (2022). Music curriculum. No. 2022-33. [supplementary 12]. Ministry of Education.
27. Park, H. S. (2010). Early childhood teachers' experience in learning Korean traditional music and their perception and application of Korean traditional music education for young children. The Journal of Korea Open Association for Early Childhood Education, 15(2), 175-198.
28. Park, J. C., & Kang, H. S. (2013). In eearch of PCK model in music curriculum through narrative. Journal of Learner-Centered Curriculum and Instruction, 13(5), 323-351.
29. Park, S. (2003). The development of PCK(Pedagogical Content Knowledge) instrument in science teaching for elementary school teachers. The Journal of Korean Teacher Education, 20(1), 105-134.
30. Park, S., & Chen, Y. C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms. Journal of Research in Science Teaching, 49(7), 922-941. https://doi.org/10.1002/tea.21022 [Crossref]
31. Park, S., & Oliver, J. S. (2008). Revisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284. https://doi.org/10.1007/s11165-007-9049-6 [Crossref]
32. Seo, J. E. (2022). Temporal asymmetry in Eonmori Jangdan: Comparison with asymmetrical rhythms in other musics. Journal of Ewha Music Research Institute, 26(4), 7-58.
33. Shim, S. Y., & Lee, S. J. (2024). Secondary music teachers' experiences of teaching Korean music: Practices of music teachers who majored in western music. Journal of Music Education Science, 61, 315-347. https://doi.org/10.30832/JMES.2024.61.315 [Crossref]
34. Shin, H. K. (2020). Elementary teachersʼ perception of the implementation of the 2015 revised music curriculum. The Korean Journal of Arts Education, 18(4), 177-196.
35. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411 [Crossref]
36. Yang, J. Y. (2011). 'Glocal' strategies and hybrid of K-Pop: The sociocultural landscape of K-Pop in the age of post-Hallyu. The Journal of Music Application Studies, 4, 19-37.