GÜZEL SANATLAR FAKÜLTESİ MÜZİK BÖLÜMÜ ÖĞRENCİLERİNİN ÖĞRETMENLİK MESLEĞİNE YÖNELİK TUTUMLARI

Öz

Müzik eğitimi psikomotor becerilerin yoğunlukta olduğu bilişsel ve duyuşsal alanları da kapsayan eğitimin önemli alanlarından biridir. Müzik eğitimini meslek olan seçen bireylerin gereken bilgi ve beceri donanıma sahip olmaları mesleki başarılarını doğrudan etkilemekle birlikte duyuşsal alan özelliklerinden biri olan tutum da kişinin kendisini geliştirmede, üretken olmasında, kendisini yenileyebilmede, mesleğini severek yapmasında ve buna bağlı olarak yaratıcı olmasında önemli rol oynamaktadır. Bu çalışmanın amacı GSF müzik bölümü öğrencilerinden pedagojik formasyon eğitimi almış olan öğrencilerin öğretmenlik mesleğine yönelik tutumlarını belirlemek ve bu tutumları farklı değişkenlere göre incelemektir. Tarama modelinin kullanıldığı çalışma, 2016-2017 eğitim öğretim yılında Malatya İnönü, Nevşehir Hacı Bektaş Veli ve Kırıkkale Üniversitelerinde öğrenim gören GSF müzik bölümü son sınıf 150 öğrenci ile yapılmıştır. Çalışma verilerinin toplanmasında Üstüner’in 2006 geliştirdiği “Öğretmenlik Mesleğine Yönelik Tutum Ölçeği” ile çalışma kapsamında öğrencilerin demografik özelliklerini almak üzere form kullanılmıştır. 5’li likert tipindeki ölçek tek boyutludur. Ölçeğin iç güvenirlik katsayısı .93’tür. Çalışma sonucunda öğrencilerin öğretmenlik mesleğine yönelik tutumlarının ortalama puanları öğretmenlik mesleğini tercih etme nedenlerine göre anlamlı farklılık gösterdiği, üniversite, cinsiyet değişkenlerine göre anlamlı farklılık göstermediği belirlenmiştir.

Anahtar Kelimeler

• Müzik eğitimi,Tutum,Öğretmenlik mesleği,Güzel sanatlar fakültesi

The Attitudes of Fine Arts Faculty Music Department Students Towards the Teaching Profession

Abstract

Music education is one of the most important areas of education, including cognitive and affective areas, where psychomotor skills are abundant. While having the necessary knowledge and skills have a direct impact on the professional achievement of individuals who choose music as their professions, attitude, one of the affective characteristics, plays an important role in developing oneself, being productive, self-renewing, executing the profession with love and hence being creative. The purpose of this study was to determine the attitudes of Fine Arts Faculty FAF Music Department students who have taken pedagogical formation education towards the teaching profession and to examine these attitudes on the basis of different variables. The study was conducted with a total of 150 4th year students studying at the FAF Music Department of Malatya İnönü, Nevşehir Hacı Bektaş Veli and Kırıkkale Universities during the 2016-2017 academic year. In order to collect the study data, “Attitude Scale of Teaching Profession”, developed by Üstüner 2006 , as well as a Personal Form, including the participants’ demographic characteristics, were used. The 5-point Likert-type scale is one-dimensional. The internal reliability coefficient of the scale is .93. The study results revealed that the mean scores of students’ attitudes towards the teaching profession significantly differed according to the reasons why they preferred the teaching profession, whereas the mean scores did not significantly differ according to university and gender variables.

Keywords

• Music education, Attitude, Teaching profession, Faculty of fine arts

Kaynakça

1. Arseven, A. D. (1993). Field research method. Ankara: Gül Publishing.
2. Bagceci, B., Yildirim, I., Kara, K, and Keskinpalta, D. (2015). A comparative study on the attitudes of students from education faculties and science faculties towards being a teacher. Journal of Erzincan Faculty of Education, 17(1), 307-324.
3. Bulut, D. (2011). Attitudes of music teacher candidates towards the profession of teaching, Journal of Gazi Faculty of Education, 31(3), 651-674.
4. Buyukozturk, S., Cakmak, E. K., Akgun, O. E., Karadeniz, S. and Demirel, F. (2009). Scientific research methods. Ankara: Pegem Publishing
5. Canakay U. E. (2006). Developing attitude scale related to music theory course. National Music Education Symposium, PAU Faculty of Education, April 26-28, Denizli.
6. Celikoz, N. and Cetin, F. (2004). Factors affecting the attitudes of Anatolian teacher high school students towards teaching profession. Journal of National Education,162, 160-167.
7. Dalkıran E. and Yildiz G. (2016). Examination of the attitudes of teachers of music education department teaching profession. Fine Arts (NWSAFA), 11(4), 153-160.
8. Eraslan, L. and Cakici, D. (2011). Attitudes of pedagogical formation program students towards teaching profession. Kastamonu Education Journal, 19(2), 427-438.

9. Hogg, M. A. and Vaughan, G. M. (2007). Social psychology. (Trans. Ibrahim Yildiz, Aydin Gelmez). Ankara: Utopya Publisher.
10. İnceoglu, M. (2000). Attitude, perception, communication. Ankara: Elips Publisher.
11. Kagıtçıbası, C. (2006). New people and people. (10th press). Istanbul: Evrim Publisher.
12. Kartal, T. and Afacan, O. (2012). Examining attitudes of prospective teachers who took pedagogical formation education towards teaching profession.Mehmet Akif Ersoy University Journal of Education Faculty, 12(24), 76-96.
13. Kurtuldu, M. K. (2010). Evaluation of candidate music teachers’ perception of being a teacher and their view on teaching profession.Journal of National Education, 186, 249-264.
14. Kucuk, P. D. (2012). Attitude of music teachers towards profession of music teaching.Dicle University Journal of Ziya Gökalp Education Faculty, 19, 151-161.
15. Morgan, C. T. (2000). A Brief introduction to psychology. Ankara: Meteksan Publisher.
16. Ozmentes, G. (2006). Development of the attitude scale towards music class. İlköğretim Online, 5(1), 23- 29.
17. Saglam, C. A. (2008). The attitudes of the branch of music students toward the teaching profession. Yuzuncu Yıl University, Faculty of Education Journal, 5(1), 59-69.
18. Selvi, K. (1996). Measurement of attitudes and program evaluation. Anadolu University Journal of Education Faculty, 6(2), 39-53.
19. Tavsancil, E. (2006). Measurement of attitudes and data analysis with SPSS. (3th press). Ankara: Nobel Publishing.
20. Turgut, M. F. (1992). Measurement and evaluation methods in education. Ankara: Saydam Printing Press.
21. Ustuner, M. (2006). Reliability and validity study of an attitude scale of teaching profession. Educational Administration: Theory and Practice, 45, 109-127.
22. Ulgen, G. (1994). Educational psychology concepts, principles, methods, theories and practices. Ankara: Laser Offset Printing Plant San. and Trade Ltd. Sti.
23. Yazici T. and Kiliç I. (2015). Attitude of students in faculties of fine arts and design and the conservatories to profession of music teaching. İnönü University Journal of Art and Design, 5(11), 13-22.