ABSTRACT

This study examined how five middle school music teachers in Daegu public schools authorized to offer the International Baccalaureate Middle Years Programme (IB MYP) negotiated the parallel implementation of the programme and the Korean National Curriculum. Data included semi-structured interviews and teacher-produced unit plans, activity sheets, and assessment rubrics. Inductive thematic analysis showed that teachers reconstructed music lessons between concept-based inquiry and musical practice, coordinated assessment across MYP and national reporting systems, enacted both curricula under constrained conditions, and reconfigured their professionalism through isolated learning, growth, and strain. Participants valued inquiry, reflection, and criteria-based assessment when these practices deepened musical understanding and clarified judgment. The study conceptualizes teachers’ interpretive, coordinative, and documentary work as curricular brokering, through which they recast musical learning into forms recognized by the two assessment and reporting systems. It develops professional reconfiguration as an ecological process in which repeated brokering changed teachers’ judgment and professional roles while pedagogical growth, expanded responsibility, and occupational strain arose together. Sustainable implementation requires music-specific guidance, distinct recognition of arts subject-group and music-specific consultation, formal cross-cultural collaboration for schools with one music teacher, and stronger alignment across curriculum, assessment, and reporting.

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