Müzik Öğretmeni Adaylarının Öğretmenlik Uygulaması Dersi Hakkındaki Deneyimleri

Abstract

Bu araştırma müzik öğretmeni adaylarının öğretmenlik uygulaması dersindeki deneyimlerini ortaya koymaktadır. Bu amaç doğrultusunda, bu çalışmanın araştırma sorusu ‘Müzik Öğretmeni adaylarının öğretmenlik uygulaması dersinde yaşadıkları deneyimler nasıldır? olarak belirlenmiştir. Araştırma nitel araştırmanın fenomenoloji desenini tercih etmiştir. Öğretmenlik uygulaması dersi alan müzik öğretmenliği lisans son sınıf sekiz öğretmen adayı maksimum çeşitlilik örneklemesi kullanılarak çalışmaya dâhil edilmişlerdir. Çalışmanın verileri yarı yapılandırılmış görüşme kullanılarak toplanmıştır. Çalışmanın verileri, 2023-2024 eğitim öğretim yılında İç Anadolu bölgesinde bulunan bir üniversitenin eğitim fakültesi güzel sanatlar eğitimi bölümü müzik öğretmenliği öğretmen adaylarından toplamıştır. Verilerin analizinde tümdengelimsel içerik analizi kullanılmıştır. Geçerlik çalışmaları olarak inandırıcılık ve aktarılabilirliği güvenirlik çalışmaları olarak ise iç tutarlık ve teyit edilebilirlik çalışmalarını benimsemiştir. Bulgular doğrultusunda, öğretmen adayları, öğretim yöntem ve teknikleri, mentör öğretmen, teknoloji kullanımı, okul yöneticisi, öğrenciler, ders kitabı, araç gereçler, müzik sınıfı, sınıf yönetimi, zaman yönetimi ve alan bilgisi açılarından olumlu ve olumsuz birçok deneyime sahip olduklarını belirtmişlerdir. Öğretmen adaylarının öğretmenlik uygulaması sonucunda birçok farklı kazanım edindikleri sonucuna ulaşılmıştır. Sonuçlar doğrultusunda, müzik öğretmen adaylarının farklı eğitim kademelerinde öğretmenlik uygulamasını yürütebilmelerinin önü açılmalıdır gibi öneriler sunulmuştur.

Keywords

• müzik eğitimi
• öğretmenlik uygulaması
• deneyim

Pre-service music teachers’ experiences with the teaching practice course

Abstract

This study reveals the experiences of pre-service music teachers in the teaching practice course. Phenomenology was used for this study. Eight final-year pre-service music teachers who took the teaching practice course were included in the study using maximum diversity sampling. The data were collected using semi-structured interviews. Deductive content analysis was used to analyze the data. Credibility and transferability studies were adopted as validity studies, and internal consistency and confirmability studies were adopted as reliability studies. Pre-service music teachers stated that they had many positive and negative experiences with the teaching methods and techniques, mentor teacher, use of technology, school administrator, students, textbooks, equipment, music classroom, classroom management, time management, and content knowledge. It was concluded that pre-service music teachers gained many benefits due to their teaching practice. In line with the results, suggestions such as pre-service music teachers should be enabled to carry out their teaching practice at different levels of education.

Keywords

• music education
• teaching practice
• experience

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