A study on the autobiographical life history of a special education teacher who majored in music
Authors:   Korean Association For Learner-Centered Curriculum And Instruction, Hong Mi-seon , Kwak Seungcheol 
Published: June 2024

Objectives The purpose of this study is to deeply understand and analyze the process from becoming a music teacher to a special education teacher to find the existential meaning of life and suggest implications for growth as a teacher.
Methods Through the autobiographical life history research method, the course of major events according to the chronological flow of a specific section of the teacher's life that had a significant impact on the teacher's life is examined from a first-person perspective to find the existential meaning of life and promote the teacher's internal growth.
Results The innate element of immediate action practice was a great help in the process of going from a music teacher to a special education teacher, and all the effort and time invested in the process became an important factor in growing as a teacher. In addition, the reason why I was able to overcome the trials and errors I experienced in the process of becoming a special education teacher may have been due to the researcher's efforts, but the most important thing was that I was able to overcome the trials and errors I experienced in the process of becoming a special education teacher, but the most important thing was that I was able to overcome the trials and errors I experienced in the process of becoming a special education teacher, but the most important thing was that I was able to overcome the trials and errors I experienced in the process of becoming a special education teacher. I learned that I needed to pursue growth. Third, rather than avoiding crises that come in one's life, everyone must go back to the starting point and face them, remembering the passion, enlightenment, and growth process of that period to provide the driving force to overcome the crisis. Fourth, students are also valuable members of the family. She was able to remember once again that teachers have no right to treat students poorly, so they must respect students for who they are. Lastly, I came to find identity and meaning between music and special education in that music motivates me to live as a special education teacher and the process and life of a special education teacher provide a foundation for me to grow to a higher level as a teacher.
Conclusions Having the courage to take on a challenge and take immediate action became the driving force that allowed us to achieve our goals and move forward despite environmental difficulties. Second, through experience working in special classes, the true roles and responsibilities of special education teachers and a universal view of education were established. Third, teachers have no right to treat students poorly. Fourth, all the time and effort you put into achieving your goal is meaningful, with nothing left to waste. Fifth, teachers are not perfect, so they need time to rest and recharge. What is more important is whether you grow after making a mistake than the fact that you made a mistake. Sixth, we must have the opportunity for inner growth through time of self-reflection and regain the existential meaning of life.