Publication: İlkokul sınıf öğretmenlerinin müzik dersine ilişkin tutumları ve yeterliliklerinin incelenmesi
Abstract
Bu araştırma ilkokul sınıf öğretmenlerinin müzik dersine ilişkin tutumları ve yeterlilikleri arasındaki ilişkinin saptanması ve bu faktörlerin hangi değişkenler dahilinde farklılıklar gösterebileceğini ortaya koymak amacıyla yapılmıştır.Tarama yöntemi ile yapılan bu araştırmanın örneklemini İstanbul ili, Kadıköy ilçesine bağlı ilkokullarda görev yapmakta olan 151 sınıf öğretmeni oluşturmaktadır.Araştırmada veri toplamak için araştırmacı tarafından hazırlanan “Kişisel Bilgi Formu”, Kaptan ve Bilgili’nin (2004) geliştirdiği “Müzik Dersi Öğretimine İlişkin Tutumları Belirleme Ölçeği” ve Şenler’in (2014) hazırlamış olduğu “Sınıf Öğretmenlerinin Müzik Dersindeki Yeterliliklerine İlişkin Görüş Anketi” kullanılmıştır. Araştırmadan elde edilen sonuçlara göre;•Araştırmanın sonucunda sınıf öğretmenlerinin müzik dersi öğretimine ilişkin tutum puanları ile cinsiyet, çalıştıkları okul, meslekteki hizmet süresi, bulundukları kurumlardaki hizmet süreleri, okuttukları kademe, çalıştıkları kuruma dair memnuniyet durumları gibi değişkenler arasında istatistiksel olarak anlamlı bir fark bulunamamıştır.•Sınıf öğretmenlerinin müzik dersindeki yeterlilik düzeyleri ile cinsiyet, çalıştıkları okul, meslekteki hizmet süresi, bulundukları kurumlardaki hizmet süreleri, okuttukları kademe, çalıştıkları kuruma dair memnuniyet durumları gibi değişkenler arasında istatistiksel olarak anlamlı bir fark bulunamamıştır. •Araştırmaya katılan örneklem grubunun yeterlilik düzeyleri ile mezun oldukları lisans durumları arasındaki ilişkiye bakıldığında istatistiksel olarak anlamlı bir fark ortaya çıkmıştır. Aritmetik ortalamaya bakıldığında, eğitim fakültesi mezunlarının, diğer fakültelerden mezun olanlara oranla daha yüksek düzeyde yeterliliğe sahip oldukları söylenebilmektedir.•Araştırmaya katılan örneklem grubunun yeterlilik düzeyleri ile mezun oldukları lisans programında müzik eğitimi alma durumları arasındaki ilişkiye bakıldığında istatistiksel olarak anlamlı bir fark ortaya çıkmıştır. Aritmetik ortalamaya bakıldığında, mezun oldukları lisans programında müzik eğitimi alan öğretmenlerin, mezun oldukları lisans programında müzik eğitimi almayan öğretmenlere oranla daha yüksek düzeyde yeterliliğe sahip oldukları söylenebilir.•Araştırmaya katılan örneklem grubunun yeterlilik düzeyleri ile çalışmakta oldukları okulda müzik dersi için ayrılmış özel bir sınıf olma durumları arasındaki ilişkiye bakıldığında istatistiksel olarak anlamlı bir fark ortaya çıkmıştır. Aritmetik ortalamaya bakıldığında, çalışmakta oldukları okulda müzik dersi için ayrılmış özel bir sınıf olan öğretmenlerin yeterlilik düzeylerinin, okulunda müzik dersi için ayrılmış özel bir sınıf olmayan öğretmenlere göre daha yüksek olduğu söylenebilir.•Araştırmaya katılan örneklem grubunun yeterlilik düzeyleri ile müzik dersinde kullandıkları yöntemler arasında ilişkiye bakıldığında istatistiksel olarak anlamlı bir fark ortaya çıkmıştır. Öğretmenlerin yeterlilikleri ve kullandıkları yöntem arasında anlamlı bir fark vardır ve bu fark müziksel devinme-ritimleme-söyleme-çalma yöntemi (Orff) ve müziksel toplu söyleme yönteminden kaynaklanmaktadır.
The purpose of this study was to determine the relationship between attitudes and competences of elementary school teachers and their attitudes towards music lessons and to determine which variables these factors might show.The sample of this research made by screening method is composed of 151 class teachers who are working in primary schools in Kadıköy district of İstanbul province.The Personal Information Form prepared by the researcher to collect data in the research, The Scale for Determining Attitudes Related to the Teaching of Music Teaching developed by Kaptan and Bilgili (2004) and The Opinion Questionnaire on the Qualifications of Class Teachers in the Music Course used.According to the results obtained from the research;•As a result of the research, there was no statistically significant difference between the attitude scores of classroom teachers about teaching music lessons and the variables such as gender, the school they worked in, the duration of service in their profession, the service periods in the institutions they were in, the grades they read, and satisfaction with the institutions they worked in.•A statistically significant difference was observed when the level of proficiency of the sample group participated in the study and the relationship between the undergraduate program statuses they graduated from. Looking at the arithmetic average, it can be said that education faculty graduates have a higher level of competence than those graduated from other faculties.•A statistically significant difference was observed when the level of proficiency of the sample group participated in the study and the relationship between the undergraduate program statuses they graduated from. Looking at the arithmetic average, it can be said that education faculty graduates have a higher level of competence than those graduated from other faculties.•A statistically significant difference was observed when the level of proficiency of the sample group participated in the study and the relation between the status of music education in the graduate program they graduated from. When we look at the arithmetic average, it can be said that the teachers who received music education in the undergraduate program they graduated had a higher level of competence than the teachers who did not receive music education in the undergraduate program they graduated.•A statistically significant difference was observed when the level of proficiency of the sample group participating in the study and the relationship between the special classes allocated for the music lesson in the school where they work were examined. When we look at the arithmetic average, it can be said that the proficiency levels of the teachers, which are a special class for music lessons in the school they work in, are higher than teachers who are not a special class for music lessons in their school.•There was a statistically significant difference between the proficiency levels of the sample group participating in the research and the methods used in the music lesson. There is a meaningful difference between the qualifications of the teachers and the method they use, and this difference stems from the method of musical dynamics-rhythm-rhetoric-play (Orff) and musical collective discourse.
The purpose of this study was to determine the relationship between attitudes and competences of elementary school teachers and their attitudes towards music lessons and to determine which variables these factors might show.The sample of this research made by screening method is composed of 151 class teachers who are working in primary schools in Kadıköy district of İstanbul province.The Personal Information Form prepared by the researcher to collect data in the research, The Scale for Determining Attitudes Related to the Teaching of Music Teaching developed by Kaptan and Bilgili (2004) and The Opinion Questionnaire on the Qualifications of Class Teachers in the Music Course used.According to the results obtained from the research;•As a result of the research, there was no statistically significant difference between the attitude scores of classroom teachers about teaching music lessons and the variables such as gender, the school they worked in, the duration of service in their profession, the service periods in the institutions they were in, the grades they read, and satisfaction with the institutions they worked in.•A statistically significant difference was observed when the level of proficiency of the sample group participated in the study and the relationship between the undergraduate program statuses they graduated from. Looking at the arithmetic average, it can be said that education faculty graduates have a higher level of competence than those graduated from other faculties.•A statistically significant difference was observed when the level of proficiency of the sample group participated in the study and the relationship between the undergraduate program statuses they graduated from. Looking at the arithmetic average, it can be said that education faculty graduates have a higher level of competence than those graduated from other faculties.•A statistically significant difference was observed when the level of proficiency of the sample group participated in the study and the relation between the status of music education in the graduate program they graduated from. When we look at the arithmetic average, it can be said that the teachers who received music education in the undergraduate program they graduated had a higher level of competence than the teachers who did not receive music education in the undergraduate program they graduated.•A statistically significant difference was observed when the level of proficiency of the sample group participating in the study and the relationship between the special classes allocated for the music lesson in the school where they work were examined. When we look at the arithmetic average, it can be said that the proficiency levels of the teachers, which are a special class for music lessons in the school they work in, are higher than teachers who are not a special class for music lessons in their school.•There was a statistically significant difference between the proficiency levels of the sample group participating in the research and the methods used in the music lesson. There is a meaningful difference between the qualifications of the teachers and the method they use, and this difference stems from the method of musical dynamics-rhythm-rhetoric-play (Orff) and musical collective discourse.
Description
Keywords
class teacher, Eğitim ve öğretim, Instruction and study, ilkokul Attituda, Music, music lesson, Music teachers, Müzik, müzik dersi, Müzik Öğretmenleri, Öğrenim ve öğretim (İlk), primary school, qualification, sınıf öğretmeni, Study and teaching (Primary), Training of, Turkey, Tutum, Türkiye, yeterlilik, Yetiştirilmesi