Music teacher education in Korea through the year 2000: A Delphi study
Seog, Moonjoo
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/23625
Description
Title
Music teacher education in Korea through the year 2000: A Delphi study
Author(s)
Seog, Moonjoo
Issue Date
1991
Doctoral Committee Chair(s)
Peters, G. David
Department of Study
Education, Music
Education, Teacher Training
Education, Curriculum and Instruction
Discipline
Education, Music
Education, Teacher Training
Education, Curriculum and Instruction
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Music
Education, Teacher Training
Education, Curriculum and Instruction
Language
eng
Abstract
Six critical areas concerning music teacher education programs in Korea were addressed including: (a) course offerings curriculum; (b) entrance examinations for admission/selection of students for music teacher education programs; (c) music teacher certification requirements; (d) faculty qualifications; (e) research and development; and (f) status of music educators at the college level.
This study was conducted in a two-round Delphi questionnaire with a panel of experts consisting of 3 government education officials, 8 university administrators, and 25 university teachers.
In the Round One Questionnaire, participants were asked to rate each statement on a 7-point Likert scale of importance. In the Round Two Questionnaire, participants were asked to review each statement and to reconsider their responses in comparison with the responses of the majority, and revise it if they desired.
Analysis of data obtained from the participants was performed on both the total group as a combined total of all participants, and the sub-groups as three separated groups of participants in terms of mean and standard deviation. Responses of the total group were analyzed, based on a comparison of the ratings in Round One and Round Two. They were also analyzed based on the rankings on the Round Two. Responses of the sub-groups were analyzed based on the ratings and rankings individually, then the differences among the sub-groups were compared.
Based on the total group analysis, most statements in the questionnaire reached a high degree of consensus and were highly rated in Round One and in Round Two. In regard to the participants' ratings, it was easy to plan and to implement most statements in the questionnaire as education policies for the improvement of music teacher education programs that would not cause major dissent in Korea. It also has priorities for the change and revision of music teacher education programs in Korea.
Although there were differences found among sub-groups in regard to importance ratings and rankings of items in the questionnaire, the consistency of agreement leads to an important conclusion: a united line of thought among participants is very important because it will facilitate the implementation process of music teacher education programs. (Abstract shortened with permission of author.)
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
