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Prospective Classroom Teachers’ Attitudes toward Music Education in Teacher Education Program

Yıl 2017, Cilt: 25 Sayı: 6, 2491 - 2506, 15.11.2017

Öz

The aim of this study was to determine prospective classroom teachers’ attitudes toward

music in the classroom teacher education program in Turkey in terms of demographics, (a)

including musical background and experiences, (b) comfort level integrating music with core

and other subjects, (c) their perceptions of importance of subjects in the teaching program,

and (d) the level of importance of outcomes of the general music education. During academic

year 2014–2015, the Elementary Music Education Survey was applied to prospective teachers

(N = 399). Participants stated that elementary classroom teachers should possess the skills to

conduct music lessons but that they should be instructed by music teachers if possible. Results

revealed that extramusical outcomes significantly more important than nonperformance and

performance outcomes.

Kaynakça

  • Afacan, Ş. 2007. Examining elementary education pre-service teachers self-efficacy beliefs. paper presented at the 16th national educational sciences congress, Tokat.
  • Arapgirlioğlu, H. & B. Karagöz. 2011. “The Status and Evaluation of Music Education in the Process of Classroom Teaching.” E-Journal of New World Sciences Academy 6 (1): 183–196.
  • Barış, D. A. & E. Özata. 2009. Reflections of Music and Music Training Classes Taken at a Main Learning Branch for Classroom Teaching Practices. Vol. 18, 27–42. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 9.
  • Battersby, S. L. & A. Cave. 2014. “Prospective Classroom Teachers’ Preconceived Attitudes, Confidence, Beliefs, and Self-Efficacy Toward Integrating Music in the Elementary Curriculum.” National Association for Music Education 32 (2): 52–59. doi:10.1177/8755123314521033.
  • Berke, M. & C. M. Colwell. 2004. “Integration of Music in the Elementary Curriculum: Perceptions of Prospective Elementary Education Majors.” Update: Applications of Research in Music Education 23 (1): 22–33. doi:10.1177/87551233040230010104.
  • Bresler, L. 1995. “The Subservient, Co-Equal, Affective, and Social Integration Styles and Their Implications for the Arts.” Arts Education Policy Review 96 (5): 31–37. doi:10.1080/10632913.1995.9934564.
  • Bulut, D. & F. Bulut. 2011. “Measuring and Evaluating Basic Music Theory Knowledge of Teacher Candidates: Nigde University Sample.” E-Journal of NewW orld Sciences Academy 6 (3): 448–462.
  • Ceren, S. & S. Şeker. 2013. “A Study to Develop a Scale to Determine Classroom Teacher Candidates’ Attitudes Towards Teaching Music.” Turkish Studies of International Periodical for the Languages, Literature and History of Turkish Or Turkic 8 (8): 1237–1246.
  • Çevik, D. B. 2011. “Examining Elementary Education Pre-Service Teachers’ Self-Efficacy Beliefs.” Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi 12 (1): 145–168.
  • Chrysostomou, S. 2004. “Interdisciplinary Approaches in the New Curriculum in Greece: A Focus on Music Education.” Arts Education Policy Review 105 (5): 23–29. doi:10.3200/AEPR.105.5.23-30.
  • Collins, A. 2014. “Neuroscience, Music Education and the Pre-Service Primary (Elementary) Generalist Teacher.” International Journal of Education & the Arts 15 (4): 1–21.
  • Colwell, C. M. 2008. “Integration of Music and Core Academic Objective in the K–12 Curriculum: Perceptions of Music and Classroom Teachers.” Update: The Applications of Research in Music Education 26 (2): 33–41.
  • Creswell, J. W. 2009. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 3rd ed. Thousand Oaks, CA: Sage Publications.
  • Cutietta, R., D. L. Hamann & L. M. Walker. 1995. Spin-Offs: The Extra-Musical Advantages of a Musical Education. Elkhart, IN: United Musical Instruments of the United States.
  • Demirbatır, E. & A. Helvaci. 2006. “Uludağ Üniversitesi Eğitim Fakültesi sinif Öğretmenliği Anabilim Dali Öğrencilerinin Müzik Derslerine Ilişkin Görüş, Beklentilerinin Değerlendirilmesi.” Paper presented at the National Music Education Symposium, Denizli, Turkey, April 26-28.
  • DeVellis, R. F. 2003. Scale Development Theory and Applications. 2nd ed. Thousand Oaks, CA: Sage Publications.
  • Eldemir, C., Umuzdaş, S & Umuzdaş, M. 2013. “Evaluation of the Views of Teacher Candidates Studying at Classroom Teaching Departments About the Use of Music at Primary Education for Educational Purposes.” Journal of Academic Social Science Studies International Journal of Social Science 6 (3): 773–784.
  • Ercan, M. 2006. “Eğitim fakülteleri ilköğretim bölümleri sinif öğretmenliği programi Son sinif öğrencilerinin ilköğretim 1. devre müzik derslerine yönelik mesleki alan yeterliliklerinin incelenmesi.” Yüksek lisans tezi, Cumhuriyet Üniversitesi Sosyal Bilimler Enstitüsü, Sivas, Turkey.
  • Giles, A. M. & R. J. D. Frego. 2004. “An Inventory of Music Activities Used by Elementary Classroom Teachers.” Update: The Applications of Research in Music Education 22: 13–22.
  • Hallam, S. 2010. The Power of Music: Its Impact on the Intellectual, Social and Personal Development of Children and Young People.” International Journal of Music Education 28 (3): 269– 289. doi:10.1177/0255761410370658.
  • Hash, P. M. 2010. “Prospective Classroom Teachers’ Attitudes Toward Music in the Elementary Curriculum.” Journal of Music Teacher Education 19 (2): 6–24. doi:10.1177/1057083709345632.
  • Hennessy, S. 2001. “The Factors Which Influence Student Teachers’ Confidence to Teach the Arts in the Primary Classroom.” Research in Dance Education 2 (1): 54–71.
  • Kalyoncu, N. & Ö. Öztürk. 2009. “Sinif öğretmenliği anabilim dallarinda verilen “müzik” ve “müzik öğretimi” derslerinin içerikleri.” Paper Presented at the 8th National Music Education Symposium, Samsun, Turkey, September 23-25.
  • Kılıç, A. 2007. “The Learning Level of the Courses in Elementary Teacher Training Programs.” Elektronik Sosyal Bilimler Dergisi 6 (19): 136–145.
  • Kılıç, A. & M. B. Acat. 2007. “Essentiality and Job-Utility of the Courses Offered in Elementary Teacher Education Programs.” Manas Üniversitesi Sosyal Bilimler Dergisi 17: 21–37.
  • Kılıç, I. 2009. “Problems Encountered by Primary School Teachers in the Teaching of Music.” İnönü Üniversitesi Eğitim Fakültesi Dergisi 10 (1): 123-137.
  • Kılıç, I. 2011. “Sinif öğretmeni adaylarinin müzik eğitimine yönelik görüşleri.” E-Journal of New World Sciences Academy 6 (4): 1–21.
  • Kırcıoğlu, Ç. S. 2009. “Self-Efficacy, Perception, and Attitudes of Music Education Teachers.” MA thesis, Çanakkale Onsekiz Mart Üniversitesi, Çanakkale, Turkey.
  • Kocabaş, A. 2000. “Sinif öğretmenlerinin müzik derslerindeki yetersizliklerine ilişkin görüşleri.” Pamukkale Üniversitesi Eğitim Fakültesi Dergisi 7: 7–11.
  • Küçüköncü, H. Y. 2000. “Music Education in Elementary Teaching.” Pamukkale Üniversitesi Eğitim Fakültesi Dergisi 7: 8–12.
  • Kurtaslan, H. & Ş. Koca. 2013. “Prospective Primary School Teachers’ Perspectives of Recorder Education in Music Education Courses.” Journal of Research in Educaiton and Teaching 2 (4): 145–151.
  • Kurtaslan, H. & A. Köksoy. 2011. “Primary Teachers Readiness Towards Music Teaching and the Examination of Their Practices: Niğde Sample.” E-Journal of New World Sciences Academy 6 (4): 448–462.
  • Kurtuldu, K. M. 2009. “Assessment About Attitudes of Candidate Elementary Teachers Intended for Music Teaching Lesson.” Elementary Education Online 8 (2): 510–519.
  • Kutluk, Ö. 2010a. “Primary Education Pre-Service Teachers’ Opinions About Primary Music Courses and Their Self-Confidence About Giving.” Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi 29: 289-302.
  • Kutluk, Ö. 2010b. “Primary Education Pre-Service Teachers’ Music Education and Their Opinions About Their Music Education at University.” Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi 29: 275-288.
  • McClung, A. C. 2000. “Extramusical Skills in the Music Classroom.” Music Educators Journal 86 (5): 37–68. doi:10.2307/3399635.
  • McCullar, C. K. 1998. “Integrated Curriculum: An Approach to Collegiate Prospective Teacher Training Using the Fine Arts in the Elementary Classroom.” PhD dissertation, Texas Tech University.
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Sınıf Öğretmenliği Programı Öğrencilerinin Öğretmen Eğitimi Programında Müzik Eğitimine İlişkin Tutumları

Yıl 2017, Cilt: 25 Sayı: 6, 2491 - 2506, 15.11.2017

Öz

Bu araştırmanın amacı, Sınıf öğretmeni adaylarının; (a) müzikal özgeçmiş ve deneyimleri,
(b) müzik derslerini diğer derslerle bütünleştirmeye ilişkin algıları (c) eğitim programında
yer alan derslerin önemi ve (d)genel müzik eğitimi çıktılarına ilişkin tutumlarını incelemektir.
Veriler 2014–2015 akademik öğretim yılında sınıf öğretmenliği programında öğrenim gören
(N=399) öğrenciden Hash (2010) tarafından geliştirilen “Elementary Music Education
Survey” ölçeği uygulanarak elde edilmiştir. Sınıf öğretmeni adayları büyük bir çoğunluğu nota
okuma ve çalgı çalma becerilerinin olduğunu belirtirken kendilerinin müzik dersini yönetme
becerilerine sahip olmaları gerektiğine ifade etmişlerdir. Mümkün olduğu takdirde ilkokullarda
müzik derslerinin müzik öğretmenleri tarafından yürütülmesi gerektiğine inanmaktadırlar.
Ayrıca; genel müzik eğitimi çıktılarına ilişkin; extramüzikal çıktıların (self-esteem, confidence)
nonperformans (listening music, musical knowledge ve performans (playing instrument,
singing, reading music) çıktılarından daha önemli olduğunu ifade etmişlerdir

Kaynakça

  • Afacan, Ş. 2007. Examining elementary education pre-service teachers self-efficacy beliefs. paper presented at the 16th national educational sciences congress, Tokat.
  • Arapgirlioğlu, H. & B. Karagöz. 2011. “The Status and Evaluation of Music Education in the Process of Classroom Teaching.” E-Journal of New World Sciences Academy 6 (1): 183–196.
  • Barış, D. A. & E. Özata. 2009. Reflections of Music and Music Training Classes Taken at a Main Learning Branch for Classroom Teaching Practices. Vol. 18, 27–42. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 9.
  • Battersby, S. L. & A. Cave. 2014. “Prospective Classroom Teachers’ Preconceived Attitudes, Confidence, Beliefs, and Self-Efficacy Toward Integrating Music in the Elementary Curriculum.” National Association for Music Education 32 (2): 52–59. doi:10.1177/8755123314521033.
  • Berke, M. & C. M. Colwell. 2004. “Integration of Music in the Elementary Curriculum: Perceptions of Prospective Elementary Education Majors.” Update: Applications of Research in Music Education 23 (1): 22–33. doi:10.1177/87551233040230010104.
  • Bresler, L. 1995. “The Subservient, Co-Equal, Affective, and Social Integration Styles and Their Implications for the Arts.” Arts Education Policy Review 96 (5): 31–37. doi:10.1080/10632913.1995.9934564.
  • Bulut, D. & F. Bulut. 2011. “Measuring and Evaluating Basic Music Theory Knowledge of Teacher Candidates: Nigde University Sample.” E-Journal of NewW orld Sciences Academy 6 (3): 448–462.
  • Ceren, S. & S. Şeker. 2013. “A Study to Develop a Scale to Determine Classroom Teacher Candidates’ Attitudes Towards Teaching Music.” Turkish Studies of International Periodical for the Languages, Literature and History of Turkish Or Turkic 8 (8): 1237–1246.
  • Çevik, D. B. 2011. “Examining Elementary Education Pre-Service Teachers’ Self-Efficacy Beliefs.” Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi 12 (1): 145–168.
  • Chrysostomou, S. 2004. “Interdisciplinary Approaches in the New Curriculum in Greece: A Focus on Music Education.” Arts Education Policy Review 105 (5): 23–29. doi:10.3200/AEPR.105.5.23-30.
  • Collins, A. 2014. “Neuroscience, Music Education and the Pre-Service Primary (Elementary) Generalist Teacher.” International Journal of Education & the Arts 15 (4): 1–21.
  • Colwell, C. M. 2008. “Integration of Music and Core Academic Objective in the K–12 Curriculum: Perceptions of Music and Classroom Teachers.” Update: The Applications of Research in Music Education 26 (2): 33–41.
  • Creswell, J. W. 2009. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 3rd ed. Thousand Oaks, CA: Sage Publications.
  • Cutietta, R., D. L. Hamann & L. M. Walker. 1995. Spin-Offs: The Extra-Musical Advantages of a Musical Education. Elkhart, IN: United Musical Instruments of the United States.
  • Demirbatır, E. & A. Helvaci. 2006. “Uludağ Üniversitesi Eğitim Fakültesi sinif Öğretmenliği Anabilim Dali Öğrencilerinin Müzik Derslerine Ilişkin Görüş, Beklentilerinin Değerlendirilmesi.” Paper presented at the National Music Education Symposium, Denizli, Turkey, April 26-28.
  • DeVellis, R. F. 2003. Scale Development Theory and Applications. 2nd ed. Thousand Oaks, CA: Sage Publications.
  • Eldemir, C., Umuzdaş, S & Umuzdaş, M. 2013. “Evaluation of the Views of Teacher Candidates Studying at Classroom Teaching Departments About the Use of Music at Primary Education for Educational Purposes.” Journal of Academic Social Science Studies International Journal of Social Science 6 (3): 773–784.
  • Ercan, M. 2006. “Eğitim fakülteleri ilköğretim bölümleri sinif öğretmenliği programi Son sinif öğrencilerinin ilköğretim 1. devre müzik derslerine yönelik mesleki alan yeterliliklerinin incelenmesi.” Yüksek lisans tezi, Cumhuriyet Üniversitesi Sosyal Bilimler Enstitüsü, Sivas, Turkey.
  • Giles, A. M. & R. J. D. Frego. 2004. “An Inventory of Music Activities Used by Elementary Classroom Teachers.” Update: The Applications of Research in Music Education 22: 13–22.
  • Hallam, S. 2010. The Power of Music: Its Impact on the Intellectual, Social and Personal Development of Children and Young People.” International Journal of Music Education 28 (3): 269– 289. doi:10.1177/0255761410370658.
  • Hash, P. M. 2010. “Prospective Classroom Teachers’ Attitudes Toward Music in the Elementary Curriculum.” Journal of Music Teacher Education 19 (2): 6–24. doi:10.1177/1057083709345632.
  • Hennessy, S. 2001. “The Factors Which Influence Student Teachers’ Confidence to Teach the Arts in the Primary Classroom.” Research in Dance Education 2 (1): 54–71.
  • Kalyoncu, N. & Ö. Öztürk. 2009. “Sinif öğretmenliği anabilim dallarinda verilen “müzik” ve “müzik öğretimi” derslerinin içerikleri.” Paper Presented at the 8th National Music Education Symposium, Samsun, Turkey, September 23-25.
  • Kılıç, A. 2007. “The Learning Level of the Courses in Elementary Teacher Training Programs.” Elektronik Sosyal Bilimler Dergisi 6 (19): 136–145.
  • Kılıç, A. & M. B. Acat. 2007. “Essentiality and Job-Utility of the Courses Offered in Elementary Teacher Education Programs.” Manas Üniversitesi Sosyal Bilimler Dergisi 17: 21–37.
  • Kılıç, I. 2009. “Problems Encountered by Primary School Teachers in the Teaching of Music.” İnönü Üniversitesi Eğitim Fakültesi Dergisi 10 (1): 123-137.
  • Kılıç, I. 2011. “Sinif öğretmeni adaylarinin müzik eğitimine yönelik görüşleri.” E-Journal of New World Sciences Academy 6 (4): 1–21.
  • Kırcıoğlu, Ç. S. 2009. “Self-Efficacy, Perception, and Attitudes of Music Education Teachers.” MA thesis, Çanakkale Onsekiz Mart Üniversitesi, Çanakkale, Turkey.
  • Kocabaş, A. 2000. “Sinif öğretmenlerinin müzik derslerindeki yetersizliklerine ilişkin görüşleri.” Pamukkale Üniversitesi Eğitim Fakültesi Dergisi 7: 7–11.
  • Küçüköncü, H. Y. 2000. “Music Education in Elementary Teaching.” Pamukkale Üniversitesi Eğitim Fakültesi Dergisi 7: 8–12.
  • Kurtaslan, H. & Ş. Koca. 2013. “Prospective Primary School Teachers’ Perspectives of Recorder Education in Music Education Courses.” Journal of Research in Educaiton and Teaching 2 (4): 145–151.
  • Kurtaslan, H. & A. Köksoy. 2011. “Primary Teachers Readiness Towards Music Teaching and the Examination of Their Practices: Niğde Sample.” E-Journal of New World Sciences Academy 6 (4): 448–462.
  • Kurtuldu, K. M. 2009. “Assessment About Attitudes of Candidate Elementary Teachers Intended for Music Teaching Lesson.” Elementary Education Online 8 (2): 510–519.
  • Kutluk, Ö. 2010a. “Primary Education Pre-Service Teachers’ Opinions About Primary Music Courses and Their Self-Confidence About Giving.” Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi 29: 289-302.
  • Kutluk, Ö. 2010b. “Primary Education Pre-Service Teachers’ Music Education and Their Opinions About Their Music Education at University.” Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi 29: 275-288.
  • McClung, A. C. 2000. “Extramusical Skills in the Music Classroom.” Music Educators Journal 86 (5): 37–68. doi:10.2307/3399635.
  • McCullar, C. K. 1998. “Integrated Curriculum: An Approach to Collegiate Prospective Teacher Training Using the Fine Arts in the Elementary Classroom.” PhD dissertation, Texas Tech University.
  • MEB. 2015. “Hangi Branşta Ne Kadar Öğretmen Açığı var?” Accessed 2 June 2015. http://www.mebpersonelleri. net/ogretmen-atamalari/hangi-bransta-ne-kadar-ogretmen-acigi-var--h11116.html
  • Morin, F. 2004. “K-4 Prospective Classroom Teachers’ Beliefs About Useful Skills Understandings, and Future Practice in Music.” Research and Issues in Music Education 2 (1). http://www.stthomas. edu/rimeonline/vol2/morin.htm Nonparametricstatistics. https://en.wikipedia.org/wiki/Nonparametric_statistics
  • Nurikadioğlu, R. H. 2000. “İlköğretim kurumlarinda müzik dersinde karşilaşilan sorunlar. [Problems encountered in music lessons in primary schools].” Unpublished MA thesis, Karadeniz Teknik Üniversitesi Sosyal Bilimler Enstitüsü, Trabzon, Turkey.
  • Nwokenna, E. E. & S. Anike. 2013. “The Integrity of Music Education in a Child Development.” IOSR Journal of Research & Method in Education 2 (6): 47–51. doi:10.9790/7388-0264752. Önal, A. A. & S. Aydoğan. 2012. “The Adequacy of the Blockflute ın Implementıng Prımary School Musıc Classes’ Currıculum.” Güzel Sanatlar Fakültesi Dergisi 10: 57–76.
  • Özgül, İ. 1995. “Eğitim fakülteleri sinif öğretmenliği bölümlerindeki müzik dersleri ve uygulamalar.” Gazi Üniversitesi 2: 97–100.
  • Özgül, İ. 1997. “Review of music1-2 Lesson Designes in Adequacy of the Pedagogical Departments of Education Faculties.” MA thesis, Gazi Üniversitesi: Ankara, Turkey.
  • Özgül, İ. 2000. “An Evaluation of the Affective Characteristics/Attitudes of Students on the Class Teacher Program in Faculties of Education Toward Music 1–2 Lessons.” Education Journal 8: 79–88.
  • Özgül, İ. 2001a. “An Evaluation of the Levels of Musical Output/Learning Related to the Music 1–2 Lessons of Students on the Primary School Teacher Programs of Education Faculties.” Education Journal 10: 133–156.
  • Özgül, İ. 2001b. Genel Müzik Eğitimi, sinif Yetiştirmede Temel Yaklaşimlar [General Music Education, Basic Approaches for Classroom Training]. Ankara, Turkey: Gazi Kitabevi Yayinlari.
  • Özgül, İ. 2002. Türkiye’de eğitim fakülteleri ilköğretim bölümü sinif öğretmenliği programi müzik ders program tasarilarinin çözümlenmesi. Ankara, Turkey: Sevda-Cenap and Müzik Vakfi Yayini.
  • Özgül, I. 2009. “An Analysis of the Elementary School Music Teaching Course in Turkey.” International Journal of Music Education 27 (2): 116–127. doi:10.1177/0255761409102321.
  • Özgül, İ. 2010. “Türkiye de eğitim fakülteleri ilköğretim bölümü sinif öğretmenliği ders programlarina ilişkin müzik derslerinin çözümlenmesi.” Paper presented at the 9th National Symposium on Music Education, Istanbul, Turkey, December 15-17.
  • Özgül, İ. 2014. Music Education and Teaching: Theories, Solfeges, Songs, Approaches. 7th ed. Ankara, Turkey: Pegem Akademi Yayınları.
  • Özgül, İ. 2015. “Changing Paradigms in General Music Education.” Educational Research Review 10 (8): 1293–1299.
  • Özgül, İ. & A. Uçan. 1998a. “Cognitive Entry Attributes of Students of Music-1 Lesson in the Class Teacher Departments of Education Faculties.” Education Journal 5: 93–99.
  • Özgül, İ. & A. Uçan. 1998b. “Musical Entrance Levels of Studies in Music 1–2 Lessons in the Department of Primary School Teaching in Education Faculties.” Education Journal 6: 35–48.
  • Özmenteş, S. 2011. “The Development of a Music Teaching Self-Efficacy Scale.” Paper Presented at the Conference on New Trends of Education and Their Implications, Antalya, Turkey, November 23-25.
  • Özmenteş, S. & E. T. Gürgen. 2010. “Pre-School and Elementary School Pre-Service Teachers’ Learning Outcomes for Music.” Procedia – Social and Behavioral Sciences 9: 444–449. doi:10.1016/j.sbspro.2010.12.178.
  • Şahin, K. & M. Aksüt. 2002. “Kademede müzik derslerine ilişkin öğretmen görüşleri.” Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi 4 (2): 105–118.
  • Şahin, O. 2009. “Kirikkale il Merkezinde Görev Yapan sinif Öğretmenlerinin Müzik Dersi ile Ilgili Yeterlilikleri Üzerine Ilişkin Bir Araştirma.” Unpublished MA thesis, Kirikkale Üniversitesi Sosyal Bilimler Enstitüsü, Kirikkale, Turkey.
  • Şaktanli, C. 2004. “Eğitim Fakülteleri Ilköğretim Bölümleri sinif Öğretmenliği Anabilim Dali Son sinif Öğrencilerinin Lisans Programinda Verilen Müzik Eğitimi Derslerine Ilişkin Görüşleri. 1924–2004.” Paper Presented at the Musiki Muallim Mektebinden Günümüze Müzik Öğretmeni Yetiştirme Sempozyumu, İsparta, Turkey, April 7-10.
  • Seddon, F. & M. Biasutti. 2008. “Non-Music Specialist Trainee Primary School Teachers’ Confidence in Teaching Music in the Classroom.” Music Education Research 10 (3): 403–421. doi:10.1080/14613800802280159.
  • Stroud, B. S. 1981. “A Study of the General Classroom Music Programs in the Public Elementary School of the Tidewater Region of Virginia.” Ph. D dissertation, University of Illinois at Urbana-Champaign.
  • Tebiş, C. 2011. “Balıkesir Üniversitesi Necatibey Eğitim Fakültesi sınıf öğretmenliği anabilim dalı’nda müzik dersi almış/almakta olan öğrencilerin genel programları içerisinde mesleki gelişimleri açısından müzik derslerini önemseme durumları.” Paper presented at the 2nd International Conference on New Trends in Education and Their Implications, Antalya, Turkey, April 27-29.
  • Tenkoğlu, T. 2005. “Farkli Müzik Algilarina Sahip sinif Öğretmenlerinin Öğrencilerinin Müzik Tutumlarinin Karşilaştirilmasi.” Unpublished MA thesis, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul, Turkey.
  • Topoğlu, O. 2014. “Investigating the Classroom Teacher Candidates’ Self-Efficacy Believes Towards Music Teaching in Terms of Miscellaneous Variables.” International Journal of Human Sciences 11 (2): 730–743. doi:10.14687/ijhs.v11i2.3020.
  • Turkey Council of Higher Education (YÖK). 2006. Eğitim Fakültesi Öğretmen Yetiştirme Lisans programlari. Ankara, Turkey: YÖK Yayinlari.
  • Turkey Council of Higher Education/Dünya Bankasi Milli. 1998a. “Eğitimi Gelistirme Projesi Hizmet Öncesi Öğretmen Eğitimi [World Bank National Education Development Project: Pre- Service Teacher Education].” Sinif öğretmenliği bölümleri için Eğitim programi [Education program for classroom teachers]. Ankara, Turkey: YÖK Yayınları.
  • Turkey Council of Higher Education/Dünya Bankasi Milli. 1998b. “Eğitimi Gelistirme Projesi Hizmet Öncesi Öğretmen Eğitimi [World Bank National Education Development Project: Pre- Service Teacher Education].” Müzik Öğretimi [Music Teaching]. Ankara, Turkey: Yayinlari.
  • Turkey Council of Higher Education/Dünya Bankasi Milli. 1999. “Eğitimi Gelistirme Projesi Hizmet Öncesi Öğretmen Eğitimi [World Bank National Education Development Project: Pre- Service Teacher Education].” Türkiyede öğretmen eğitiminde standartlar ve akreditasyon [Teacher education standards and accreditation in turkey]. Ankara, Turkey: YÖK Yayinlari.
  • Turkey Ministry of Education. 1994. İlköğretim kurumlari müzik dersi öğretim programi. Ankara, Turkey: Milli Eğitim Basimevi.
  • Turkey Ministry of Education. 2006. Primary School Music Teaching Program (Grades 1–8). Ankara, Turkey: Milli Eğitim Basimevi.
  • Turkey Ministry of Education. 2008. Öğretmen Yeterlikleri: Öğretmenlik Mesleği Genel ve Özel Alan Yeterlikleri. Ankara, Turkey: Milli Eğitim Bakanliği.
  • Wiggins, R. A. & J. Wiggins. 2008. “Primary Music Education in the Absence of Specialists. International Journal of Education and the Arts 9 (12): 1–26.
  • Yokuş, H. & S. Ö. Avşar. 2014. “Music and Elementary Teacher Candidates’ Proficiency in Regards to Educational Music Repertoire.” Sanat Eğitimi Dergisi 2 (1): 50–63.
  • Yünlü, F. & M. Sağlam. 2004. “Grade Teachers’ Opinion Regarding Music Class Difficulties in the Course Contents and Educational Needs.” Eğitim Bilimleri ve Uygulama Dergisi 3 (6): 211–226.
Toplam 73 adet kaynakça vardır.

Ayrıntılar

Konular Eğitim Üzerine Çalışmalar
Bölüm Derleme Makale
Yazarlar

İlhan Özgül Bu kişi benim

Yayımlanma Tarihi 15 Kasım 2017
Kabul Tarihi 11 Ağustos 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 25 Sayı: 6

Kaynak Göster

APA Özgül, İ. (2017). Prospective Classroom Teachers’ Attitudes toward Music Education in Teacher Education Program. Kastamonu Education Journal, 25(6), 2491-2506.