Effects of Music Teaching Program for Early Childhood Pre-service Teachers

Objectives This study designed a music teaching program that can enhance the pre-kindergarten teachers’ personality characteristics and teaching efficacy in the music teaching class for pre-kindergarten teachers and examines the effects of the music teaching program through the results of applying the process. Methods To develop a music teaching program for pre-school teachers, starting with literature research, it is a composition that can be used in the teacher training process. It is designed as a 15 week educational program to be applied in the course. This program was conducted for 15 weeks for 120 students in the 3rd grade of early childhood education in Seoul and Gyeonggi area. The program was implemented mainly by instructors who have an understanding of the program and have experience in teaching and managing early childhood music education. Before and after the implementation of this program, the happiness and music teaching efficacy of pre-school teachers were measured. Results Through the music guidance program for prospective infant teachers, the post-test score was improved compared to the pre-test score of the happiness and musical teaching efficacy of the pre-infant teachers who participated. As a sub-factor of happiness, post-scores of internal happiness and self-regulated happiness were improved, and post-scores were improved in both sub-scores of general teaching efficacy and personal teaching efficacy, which are sub-scores of music teaching efficacy. The effect of this program could be confirmed as the score of happiness and music teaching efficacy increased. Conclusions This suggests that it is necessary to continue educational attempts to improve teacher competency and personality skills by combining music personality programs that can enhance the happiness and music teaching efficacy of prospective infant teachers in early childhood music guidance subjects.