ABSTRACT

The purpose of this study is to analyze the effects and causes of peer supervision for music-centered convergence instruction through the case of an elementary school. For this purpose, a survey was conducted in 40 homeroom teachers and 8 teachers were interviewed in Y Elementary School. This study drew these conclusions: first, students and parents think highly of the instruction by peer supervision in Y Elementary School, and teachers are highly satisfied with their own instruction. Second, the effects of peer supervision are particularly remarkable in improved music-centered convergence instruction and enhanced relationships among peer teachers. Third, the causes of effective peer supervision can include clear goal-setting for peer supervision, thorough preparation, democratic operation of conferences, principals` leadership, and teachers` positive thinking.

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