In recent years, a strong focus on popular music has increased in South Korean music education. Although this shift in the curricular content has led to studies on the formation of popular music repertories in the curriculum, few studies have attended to teachers’ attitudes and learning practices to popular music as related factors. To understand popular music education in South Korea, we investigated music teachers’ attitudes, learning practices, and critical issues that have arisen in their teaching. We conducted an online survey with secondary music teachers (N = 138) followed by a focus group interview (n = 6). The findings suggest that teachers’ attitudes toward popular music (positive, neutral, or negative) were associated with their learning practices, including the time they spent on popular music, their selections of popular music genres, and musical activities. This provides a starting point for further investigation of the teachers’ attitudes related to their learning practices in shaping popular music curriculum. Regardless of the teachers’ attitudes to popular music, they agreed popular music a good place to start for their students. In addition, they had similar or divergent perceptions and concerns of teaching popular music depending on their attitudes, as they have found their own individual ways of incorporating popular music.

中文翻译：

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探索教师对流行音乐的态度：韩国的态度、学习实践和问题

近年来，韩国音乐教育越来越重视流行音乐。虽然这种课程内容的转变导致了对课程中流行音乐曲目形成的研究，但很少有研究将教师对流行音乐的态度和学习实践作为相关因素。为了了解韩国的流行音乐教育，我们调查了音乐教师的态度、学习实践以及教学中出现的关键问题。我们对中学音乐教师 (N = 138) 进行了在线调查，然后进行了焦点小组访谈 (n = 6)。调查结果表明，教师对流行音乐的态度（积极、中立或消极）与他们的学习实践有关，包括他们花在流行音乐上的时间、他们对流行音乐流派的选择、和音乐活动。这为进一步调查教师在塑造流行音乐课程时对其学习实践的态度提供了一个起点。不管老师们对流行音乐的态度如何，他们都认为流行音乐是学生开始的好地方。此外，根据他们的态度，他们对教授流行音乐有相似或不同的看法和关注点，因为他们已经找到了自己融入流行音乐的个人方式。