초등음악교사의 음악교수효능감에 따른 교수행동 분석
An analysis on teaching behaviors based on music teaching efficacy level of elementary school music teachers
Teaching efficacy is one of the cognitive factors that have direct influenceon teaching behaviors, so the importance of teaching efficacy is emphasized inthe instructional research for suggesting desirable teaching behaviors. Thepurpose of this study was to analyze teaching behavior based on musicteaching efficacy level through non-participant observation. Two musicteachers with high music teaching efficacy and two music teachers with lowmusic teaching efficacy were sampled by the Music Teacher Efficacy Scale. Twenty video tapes of non-participant observation were analyzed with musicteachers' verbal and non-verbal behavior analysis table made by HwangIn-Young, which is based on Flander's verbal interaction analysis, HyunKyungsil's Korean Category System for Music, and Choi Eunsik's A Measureof Non-verbal Music Teaching Behaviors. The results were as follows. First, the percentage of verbal teachingbehaviors was higher than the percentage of non-verbal teaching behaviorswith no relation to the level of music teaching efficacy. In verbal teachingbehaviors, music teachers with high music teaching efficacy showed lowerpercentage than music teachers with low music teaching efficacy. Second, in verbal teaching behaviors, the percentage of directional utteranceswas higher than that of non-directional utterances with no relation to the levelof music teaching efficacy. Music teachers with high music teaching efficacyshowed higher percentage in non-directional utterances, and lower percentagein directional utterances than music teachers with low music teaching efficacy. Third, among non-directional utterances, music teachers with high music teaching efficacy showed higher percentage in 'clarify students' feelingconstructively and develop or make use of their ideas' and 'ask questions' andlower percentage in 'lecture' and 'give directions', as compared with those withlow music teaching efficacy. Fourth, in non-verbal teaching behaviors, there was no difference in thepercentage of 'musical modeling presentation' regardless of the level of musicteaching efficacy. However, in 'accompaniment', music teachers with highmusic teaching efficacy showed higher percentage than music teachers withlow music teaching efficacy. Last, regardless of the level of music teaching efficacy, there was nodifference in the percentage of students' actual music activity time and'individual learning activity'. However, teachers with high music teachingefficacy showed higher percentage in 'group activity' and lower percentage in'whole class activity' than those with low music teaching efficacy.
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