A study on Secondary Music Teachers’ Teaching Practices and Perceptions Regarding Cooperative Learning in Music Subject

Objectives This study aimed to analyze the processes of cooperative learning implemented by secondary music teachers in music classes and to explore their perceptions in depth. Methods In-depth interviews were conducted with six secondary music teachers who utilize cooperative learning in their classes. Additionally, a non-participatory observation was conducted on a middle school music class located in Gyeonggi-do, where cooperative learning was being practised, as well as on cooperative music activity videos provided by the research participants. Results First, it was found that music teachers utilize cooperative learning due to its educational benefits, such as providing students with opportunities to participate in class, fostering the joy of making music together, and expanding the scope and depth of music learning. Second, music teachers were revealed to perform various roles to ensure the effective implementation of cooperative learning, such as selecting appropriate cooperative learning models suitable for the lesson content and adjusting group compositions based on students’ tendencies and group size. Third, it was identified that music teachers face challenges in the application of cooperative learning, particularly in securing the objectivity of assessments and addressing the limited instructional hours allocated for music classes. Conclusions Music teachers should actively incorporate cooperative learning to help students engage in dynamic and positive collaborative activities that connect the learning process to everyday life, enabling them to enjoy a wide range of musical experiences. Furthermore, institutional and practical support from teachers, schools, and educational authorities for the effective use of cooperative learning in music education is expected to maximize educational outcomes.