Özel Eği̇ti̇m Öğretmeni̇ Adaylarinin Müzi̇k Öğreti̇mi̇ne Yöneli̇k Özyeterli̇k İnançlarinin Farkli Deği̇şkenler Açisindan İncelenmesi̇

Eren, Bilgehan; Engür, Doruk

doi:10.17755/esosder.460703

Cited by 3 publications

(1 citation statement)

References 16 publications

(22 reference statements)

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“…Youngshin, mentions that music has testable effects in the areas of focusing, emotional reactions and communication in children with learning difficulties (2004: 321-339). There are many evidence-based studies showing that the special education students' singing, dancing, tapping out the rhythm of something together support their social-emotional development, their interaction, communication and socialization processes and cognitive areas (Doğru et al 2015;Pektaş et al 2016;Varış & Hekim, 2017;Yıkmış et al 2017;Eren & Engür, 2019;Erol-Düzbastılar and Eyüpoğlu, 2019;Çay, 2020;Sağırkaya, 2021).…”

Section: Music In Special Educationmentioning

confidence: 99%

The Opinions of The Developing And Implementing Examples of Music Based Individualized Education Plan Intended for Non-Music Targets Created By The Special Education Teachers for The Mentally Disabled Pupils

Sağırkaya

2023

e-ijer

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This research explores the music-based competencies of teachers who graduated from the field of education for the mentally disabled and did not receive professional music lessons during their undergraduate education. The aim of the research is to determine the level of usage of musical elements in the lessons of teachers for the mentally disabled and the music-based individualized education plans/programs they have developed. The method of the research constitutes a situation determination study, and the data obtained are described in the axis of the interpretive paradigm method. Two teachers who graduated from the field of mentally disabled participated in the research. Bilateral interviews were held online in June 2022. It has been determined that the number of participants is in accordance with the research norms for assessment, and that the quantity can be enough to describe the quality. In conclusion; it has been observed that the teachers’ students with special educational needs can benefit from musical elements in non-music development areas. However, the teachers have been observed not to have enough knowledge to develop a music-based individualized education plan/program for non-music acquisitions and purposes. This research has shown that, the teachers who work with the mentally disabled need training processes that will increase their professional potential. The findings and results of the research are considered to provide a basis for pedagogical music therapy programs of music-based practices and music-based interaction studies in special education to be developed for special education teachers for the mentally disabled. Moreover, the research is considered to have the quality to guide new researches in the field.

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Section: Music In Special Educationmentioning

confidence: 99%

The Opinions of The Developing And Implementing Examples of Music Based Individualized Education Plan Intended for Non-Music Targets Created By The Special Education Teachers for The Mentally Disabled Pupils

Sağırkaya

2023

e-ijer

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Sınıf Öğretmenlerinin ve Sınıf Öğretmeni Adaylarının Müzik Öğretimine İlişkin Duyuşsal Özelliklerinin İncelenmesi

Açilmiş¹,

Kayıran²

2021

OPUS Uluslararası Toplum Araştırmaları Dergisi

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The aim of the study is to investigate relationship between in-service and preservice primary school teachers' attitude, interest and self-efficacy related to music education based on various variables. The study group consists primary school teachers who serve in the primary schools in Adana and Gaziantep during 2019-2020 academic year and preservice teachers from the Department of Primary School Education in the same cities. Data collection tools include "Music Education Self-Efficacy Scale", "Interest in Music Scale" and "Attitude towards Teaching Music". Data were analyzed via descriptive statistics, independents samples t-test, one way ANOVA and correlation analyses. The significance level was p<.05. The results showed that mean scores of self-efficacy, interest and attitude scales of in-service and preservice primary school teachers were high. Students interest and attitude scores changed based on their gender, while there was no significant difference in their self-efficacy scores based on gender. Self-efficacy and attitude scores of teachers showed no significant difference based on their educational background, whereas they differed based on their length of service. In addition, interest in music scores did not differ based on length on service, while it differed based on educational background. Preservice teachers, on the other hand, had no significant difference in their self-efficacy, interest and attitude mean scores based on gender, grade level, and the type of high schools they attended. There was a significant difference in favor of the people who played a musical instrument in both groups. Furthermore, there was a positive, significant, and moderate level correlation between self-efficacy and attitude, interest and attitude, and a positive low-level correlation between self-efficacy and interest.

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Müzik Öğretimi Özyeterlik Düzeyinde Cinsiyet Farklılıkları: Bir Meta Analiz Çalışması

Ertekin Kaya

2024

Ulusal Eğitim Akademisi Dergisi

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Müzik öğretim özyeterlik düzeyinin cinsiyetler açısından farklılık gösterip göstermediğini tespit etme amacını taşıyan bu araştırmada meta analiz çalışması yapılmıştır. Yapılan literatür taraması ile konu ile ilgili 28 çalışmaya ulaşılmış bu çalışmalardan 9’u belirli ölçütlere uymadığı gerekçesiyle araştırma kapsamına alınmamıştır. Dahil edilme ölçütleri çerçevesinde 2011-2023 yılları arasında yayımlanmış 11 makale, 6 yüksek lisans tezi ve 2 bildiri olmak üzere 19 çalışmadan elde edilen sonuçlar incelenmiştir. Araştırmanın çalışma grubu 2987 kadın, 1644 erkek olmak üzere toplam 4631 kişiden oluşmaktadır. Çalışma grubu müzik öğretmenleri ve adaylarının yanı sıra sınıf, okulöncesi ve özel eğitimi öğretmenleri ile öğretmen adaylarını kapsamaktadır. Araştırmada etki büyüklüğü katsayısı olarak Cohen d kullanılmıştır. Dâhil edilen çalışmalarda heterojen bir dağılım belirlenmiştir (I2=53,921; p=0,003). Araştırma sonucunda, rastgele etkiler modeline göre müzik öğretimi özyeterlik düzeyi kadınlarda erkeklere göre daha yüksek çıksa da elde edilen değer istatistiksel olarak anlamsız düzeydedir (Cohen d=0,036). Yapılan moderatör analizi ile müzik öğretimi özyeterlik düzeyinin cinsiyet açısından örneklem grubuna (müzik branşı / diğer branşlar) göre incelenmiştir. Analiz sonucu müzik branşı ve diğer branşlarda cinsiyete göre etki büyüklüğü değerinin istatistiksel olarak anlamlı farklılık göstermediği görülmüştür (Qb= 2,156, p=0,142).

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Özel Eği̇ti̇m Öğretmeni̇ Adaylarinin Müzi̇k Öğreti̇mi̇ne Yöneli̇k Özyeterli̇k İnançlarinin Farkli Deği̇şkenler Açisindan İncelenmesi̇

Cited by 3 publications

References 16 publications

The Opinions of The Developing And Implementing Examples of Music Based Individualized Education Plan Intended for Non-Music Targets Created By The Special Education Teachers for The Mentally Disabled Pupils

The Opinions of The Developing And Implementing Examples of Music Based Individualized Education Plan Intended for Non-Music Targets Created By The Special Education Teachers for The Mentally Disabled Pupils

Sınıf Öğretmenlerinin ve Sınıf Öğretmeni Adaylarının Müzik Öğretimine İlişkin Duyuşsal Özelliklerinin İncelenmesi

Müzik Öğretimi Özyeterlik Düzeyinde Cinsiyet Farklılıkları: Bir Meta Analiz Çalışması

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