A collaborative group study of Korean mid-career elementary teachers for professional development in music

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.

Professional Development for the Experienced Music Educator: A Review of Recent Literature

“…In fact, the experienced teachers in one study may have been identified as new teachers in another study, which would thereby affect the theoretical framework and hence the results. Researchers have also used terms such as mid-career (Shin & Seog, 2017) and veteran (Svec, 2017). In addition to different terminology, different criteria (both quantitative and qualitative) may have been used by researchers to describe experienced teachers.…”

“…The content of professional development can be created by the music teachers through a collaborative setting or environment (Shin & Seog, 2017; Stanley et al, 2014). In fact, collaboration has been studied as a means to foster professional development (Bauer, 2007; Burkett, 2011; Bush, 2007; Gruenhagen, 2007; Shin & Seog, 2017; Stanley, 2011, 2012; Stanley et al, 2014). Stanley (2011) examined Collaborative Teacher Study Groups of music teachers.…”

“…Shin and Seog (2017) examined mid-career music teachers through a collaborative group used for the purpose of professional development. These five teachers had between 10 and 20 years of elementary teaching experience.…”

“…Suggestions to enhance professional development have been discussed throughout the literature with regard to music-making (Pellegrino, 2011), action or teacher research (Conway et al, 2009; Conway et al, 2014; Robbins et al, 2007; Wanzel, 2009; West, 2011), and collaborative learning communities (Stanley, 2011; Stanley et al, 2014). Initial examination of literature in these areas has shown two emerging themes on effective professional development activities for the experienced music educator, including changing needs throughout the career (Bauer, 2007; Conway, 2008, 2012; Draves, 2017; Shin & Seog, 2017) and informal interactions among music educators (Brewer & Rickels, 2014; Conway, 2008; Hammel, 2007).…”

On the quality of professional development in the United States: Examining music educators’ experiences, sentiments, and emotions

“…For example, Pellegrino et al (2018) identified PD communities as having a positive impact on music teacher educators’ sense of empowerment and self-understanding in the United States. In Korea, Shin and Seog (2018) suggested that collaborative PD positively affects music educators’ content knowledge and confidence in teaching. Andrews (2016) found that community PD experiences play a significant role in arts educators’ personal development in Canada.…”