Korean secondary music teachers' perspectives: An analysis of the most and least helpful types, topics, and characteristics of professional development

Abstract

This study investigated how Korean secondary music teachers perceived the most and least helpful types, topics, and characteristics of professional development (PD). Applying a mixed-methods approach, data were collected through surveys (N = 147) and interviews (N = 6). The findings revealed that both formal and informal peer interactions were considered the most helpful types of PD. Participants also identified topics such as process-based assessment and integrated curriculum as beneficial, emphasising the necessity for these topics to be music-specific and to align with educational policy. Moreover, a lack of active learning opportunities and feedback was main components of ineffective PD sessions. Therefore, this study highlights that effective PD should address structured peer collaboration, music-specific content aligned with national educational policy, active learning opportunities that include student-perspective experiences, and ongoing feedback and support.