A Qualitative Study on the Professional Adaptation of Novice Music Teachers in Chinese Special Education Schools (A Qualitative Study on the Professional Adaptation of Novice Music Teachers in Chinese Special Education Schools)

서지정보

· 발행기관 : 학습자중심교과교육학회
· 수록지 정보 : 학습자중심교과교육연구 / 25권 / 6호 / 615 ~ 634페이지
· 저자명 : 진기환, 이지연

초록

Objectives This study aims to explore the experience of professional adaptation among novice music teachers in Chinese special education schools during their initial employment phase. Through this, this study sought to exam ine what these novice teachers are experiencing in terms of growth and how they perceive these experiences.
Methods Using a qualitative research paradigm, this study employed semi-structured in-depth interviews with two newly recruited special education music teachers to gather data on their professional adaptation experiences.
The interview data were transcribed verbatim and analyzed using MAXQDA 2020 software to identify meaningful themes and patterns through a systematic qualitative analysis process.
Results Firstly, the research participants highlighted motivations for choosing a special education music teacher, emphasizing the importance of location for convenience and development, and the perceived meaningfulness of the job. Secondly, they encountered significant challenges in early professional adaptation, including a mismatch between their academic training and job requirements, insufficient pre-service teacher training, and the limited applicability of national standardized teaching materials for special education students. Additionally, participants struggled to balance multiple roles such as event planning, administrative work, and communication with parents, extending beyond their teaching duties. Thirdly, the research participants experienced emotional and practical dif ficulties, ranging from emotional shock when initially meeting students to ‘educational helplessness’ felt when managing students' complex behavior. Fourthly, workplace relationships presented mixed experiences; partic ipants found support among colleagues but perceived leadership as authoritarian. Finally, while participants valued music education as a tool for emotional well-being rather than formal learning, dissatisfaction with compensation led them to seek fulfillment through extracurricular activities or further education. Furthermore, despite these dif ficulties, they were pursuing a higher degree that would be helpful in their jobs and align with their professional goal.
Conclusions This study sought to explore the professional adaptation experiences of novice music teachers in special education schools. The findings of this research provide valuable insights for enhancing the professional devel opment of special education music teachers and improving the training systems within music education programs.

영어초록

Objectives This study aims to explore the experience of professional adaptation among novice music teachers in Chinese special education schools during their initial employment phase. Through this, this study sought to exam ine what these novice teachers are experiencing in terms of growth and how they perceive these experiences.
Methods Using a qualitative research paradigm, this study employed semi-structured in-depth interviews with two newly recruited special education music teachers to gather data on their professional adaptation experiences.
The interview data were transcribed verbatim and analyzed using MAXQDA 2020 software to identify meaningful themes and patterns through a systematic qualitative analysis process.
Results Firstly, the research participants highlighted motivations for choosing a special education music teacher, emphasizing the importance of location for convenience and development, and the perceived meaningfulness of the job. Secondly, they encountered significant challenges in early professional adaptation, including a mismatch between their academic training and job requirements, insufficient pre-service teacher training, and the limited applicability of national standardized teaching materials for special education students. Additionally, participants struggled to balance multiple roles such as event planning, administrative work, and communication with parents, extending beyond their teaching duties. Thirdly, the research participants experienced emotional and practical dif ficulties, ranging from emotional shock when initially meeting students to ‘educational helplessness’ felt when managing students' complex behavior. Fourthly, workplace relationships presented mixed experiences; partic ipants found support among colleagues but perceived leadership as authoritarian. Finally, while participants valued music education as a tool for emotional well-being rather than formal learning, dissatisfaction with compensation led them to seek fulfillment through extracurricular activities or further education. Furthermore, despite these dif ficulties, they were pursuing a higher degree that would be helpful in their jobs and align with their professional goal.
Conclusions This study sought to explore the professional adaptation experiences of novice music teachers in special education schools. The findings of this research provide valuable insights for enhancing the professional devel opment of special education music teachers and improving the training systems within music education programs.

참고자료

· 없음