A Comparison of Early Childhood Preservice Teachers' Beliefs about Music and Developmentally Appropriate Practice between South Korea and the US

Abstract

THE PURPOSE OF THIS study is to examine the beliefs of early childhood preservice teachers in Korea (South) and the US about music, developmentally appropriate practices (DAP), and the relationship between the two. Participants of the study generally believed in the importance of music. In terms of the benefits of music, teachers believed more in the aesthetic and social-emotional benefits of music than quality-of-life benefits for young children. The results indicate that preservice teachers in Korea possess stronger beliefs about the importance of music than the teachers in the US. In particular, preservice teachers in Korea hold stronger beliefs about aesthetic benefits of music than their US counterparts. All the teachers in the study generally endorsed DAP, yet Korean preservice teachers had stronger beliefs in DAP. In this examination of the relationship between music and DAP, prospective teachers in Korea demonstrated more positive acceptance of the relationship. Some differences were found in the correlations of subcategories of music and DAP between the teachers in the US and Korea. This study may influence the design and implementation of teacher education programs in Korea and the US with regard to not only music curricula but other subjects as well. Discussions and implications for early childhood teacher educators are provided.

Music and movement teacher professional development: An interview study with Hong Kong kindergarten teachers

“…This mirrors the findings from another study conducted in Hong Kong more than a decade ago by Chan and Leong (2007), which indicates that the quality of PD in this area has not improved. Overall, a high percentage of teachers expressed that their prior preparation was insufficient, resulting a lack of confidence and poor competencies to enact the local curriculum (Swain & Bodkin-Allen, 2014), and preventing them from observing the benefits of music and movement on children's development (Barrett, Flynn et al, 2019;Kim, 2013).…”

Geli̇şi̇me Uygun Uygulamalar İnanç Ölçeği̇ni̇n Türkçeye Uyarlanmasi

“…For instance, Şahin-Sak, Tantekin-Erden and Pollard-Durodola (2016) compared the developmental appropriateness of Turkish preschool teachers' beliefs and practices related to the physical-organization and instructional-planning dimensions of classroom management. Other scholars have examined the DAP-based teaching strategies and social-competence of in-service and pre-service preschool teachers, and the relation between them (Kim & Han, 2015); the beliefs of Turkish preschool teachers and parents related to DAP, developmentally inappropriate practices (DIP), and parents' involvement in preschool education (Demircan & Tantekin-Erden, 2015); the DAP-related beliefs and practices of teachers in Japan (Hegde, Sugita, Crane-Mitchell & Averett, 2014); the beliefs of South Koran and American pre-service preschool teachers related to music and DAP (Kim, 2013); the beliefs and selfreported practices of pre-service preschool teachers related to DAP in Greece (Rentzou & Sakelleriou, 2011); the beliefs of pre-service preschool teachers related to DAP in Greece and South Cyprus (Sakelleriou & Rentzou, 2011); the beliefs of preschool teachers related to DAP in Jordan (Abu Jaber, Al-Shawareb & Gheith, 2010); the beliefs, self-reported practices and actual practices of preschool teachers in India (Hegde & Cassidy, 2009); South Korean teachers' developmentally appropriate and inappropriate beliefs related to scaffolding (Lee, Baik & Charlesworth, 2006); and the consistency of the beliefs and practices of preschool teachers as related to DAP (McMullen et al, 2006). Most such studies have utilized the Teacher Beliefs and Practices Survey (TBPS), developed in 1991 based on the principles of the U.S. National Association for the Education of Young Children (NAEYC), and revised by Charlesworth et al (1993), Burts et al (2000), Kim (2005) and Kim and Buchanan (2009).…”

“…Çalışmanın sonucunda, öğretmenlerin hem inanç hem de uygulamalarının gelişime uygun olduğu, öğretmenlerin ifadelerinin, GUU'ya ilişkin Amerika'da yayınlanan prensiplerle tutarlı olduğu belirlenmiştir. Kim (2013) tarafından, Güney Kore ve Amerika Birleşik Devletleri'ndeki okul öncesi öğretmen adaylarının müzik ve GUU ile ilgili inançlarını ve bu ikisi arasındaki ilişkiyi ortaya koymak amacıyla yapılan çalışmanın sonunda, Kore'deki öğretmen adaylarının Amerika'daki adaylara göre, hem müziğin estetik yararları hem de GUU ile ilgili daha güçlü bir inanca sahip oldukları bulunmuştur. Rentzou ve Sakelleriou (2011), Yunan okul öncesi öğretmen adaylarının GUU ile ilgili inanç ve kendi söylemlerine dayanan uygulamalarını araştırmış; öğretmen adaylarının inançlarının uygulamalarına göre gelişime daha uygun olduğunu ortaya koymuşlardır.…”