Empowering Korean Preservice Music Teachers’ Competency of Technological Pedagogical and Content Knowledge (TPACK): A Qualitative Study

Abstract

This qualitative study aimed to explore ways to empower Korean preservice music teachers’ competency of Technological, Pedagogical and Content Knowledge (TPACK). To fulfill the aim, the 15-week TPACK-framework based Multimedia music education course was developed and executed with four preservice music teachers at a graduate school of education in Seoul, Korea. The study result is as follows: First, the opportunity for self-reflection diagram and writing practices, guided by the TPACK framework fostered the participants’ self-cultivation. Second, the participants’ flipped-learning teaching demonstration practices in various music educational settings such as performance, appreciation, and composition empowered their practical TPACK competency. Finally, the opportunity to explore and apply the use of technologies in music teaching and learning contexts empowered the participants’ sense of TPACK competency and efficacy. This study contributes to the underrepresented TPACK-related case of Korean preservice music teacher education and qualitative theory and practice.