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

Abstract

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.

Sınıf Öğretmenlerinin Müzik Okuryazarlık Düzeylerinin İncelenmesi

“…In the literature, some studies examine the music literacy levels of individuals through measurement tools such as scales or tests (Afacan & Şentürk, 2016;Arslan, 2010;Mentiş-Köksoy, 2018). In the field of primary education, the literature also contains studies on situation assessment, opinion, competence, self-efficacy, and attitude towards music education, besides the studies that directly measure music literacy (Açılmış & Kuşdemir-Kayıran, 2021;Akgül-Barış & Özata, 2009;Albayrak, 2020;Arapgirlioğlu & Karagöz, 2011;Aydınlı, 2007;B. Çelik, 2001;Y.…”

“…Müzik okuryazarlığını doğrudan ölçen çalışmaların yanı sıra sınıf eğitimi alanında müzik eğitimine yönelik durum değerlendirmesi, görüş, yeterlik, özyeterlik, tutum vb. çalışmalar da literatürde bulunmaktadır (Açılmış & Kuşdemir-Kayıran, 2021;Akgül-Barış & Özata, 2009;Albayrak, 2020;Arapgirlioğlu & Karagöz, 2011;Aydınlı, 2007;B. Çelik, 2001;Y.…”