scholarly journals The relation between pre-service music teachers psychological resilience and academic achievement levels

2015 ◽  
Vol 10 (14) ◽  
pp. 1961-1969 ◽  
Author(s):  
YOKUS Tuba
Keyword(s):  
Academic Achievement ◽  
Music Teachers ◽  
Psychological Resilience ◽  
Service Music ◽  
Achievement Levels

scholarly journals An Investigation of Pre-Service Music Teachers’ Self-Regulatory Skills

2021 ◽  
Vol 3 (3) ◽  
pp. 548-562
Author(s):  
Yavuz Selim Kaleli
Keyword(s):  
Academic Achievement ◽  
Music Education ◽  
Music Teachers ◽  
The Self ◽  
Factors Affecting ◽  
Significant Difference ◽  
Research Findings ◽  
And Performance ◽  
Service Music ◽  
Achievement Levels

Self-regulatory skill is one of the important factors affecting academic orientation and performance of learners at all levels in learning-teaching processes. The aim of this study is to compare the self-regulatory skills of pre-service teachers studying in music education departments based on the variables of gender, class, overall achievement and performance in individual instruments lessons. The study was conducted with 198 Pre-service Music Teachers studying at Necmettin Erbakan University and Gazi University. Data were collected by using Academic Self-regulatory Skills Scale. Research findings showed that pre-service music teachers’ self-regulatory skills differed based on the variables of year of study, achievement levels in individual instrument lessons and overall academic achievement. It was found that students with high academic achievement levels had effective self-regulatory skills. However, no significant difference was found between the self-regulatory skills of male and female pre-service music teachers.

scholarly journals Examining perceived self-regulation beliefs of pre-service music teachers in musical instrument practice

2018 ◽  
Vol 15 (4) ◽  
pp. 2180
Author(s):  
Onur Topoğlu ◽  
Evin Erden Topoğlu
Keyword(s):  
Academic Achievement ◽  
Music Teachers ◽  
Personal Information ◽  
Self Regulation ◽  
Daily Practice ◽  
Musical Instrument ◽  
Career Goals ◽  
Achievement Scores ◽  
Practice Performance ◽  
Service Music

The aim of this study is to investigate whether there are significant differences between perceived self-regulation beliefs of pre-service music teachers in their instrument practice and their genders, ages, universities, hours of daily practice, instruments and their career goals.  Also under investigation is the correlation between perceived self-regulation beliefs of pre-service music teachers and their academic achievement scores of their principal instrument lessons. The study is a quantitative descriptive study. Participants of the study consisted of 249 pre-service music teachers (F=131; M=118). The participants were receiving education from the universities that are found in the western part of Turkey. Criterion sampling was used for the study. The Self-Regulation in Instrumental Practice Scale (Özmenteş, 2007) and a personal information form were used as data collection tools. The results showed that there are significant differences between levels of perceived self-regulation beliefs of participants and their career goals and the time they spent on instrument practice. Also discovered was a small positive significant correlation between perceived self-regulation beliefs of participants and their academic achievement scores on instrument practice/performance. The results were discussed in the light of the literature.

scholarly journals Investigation of the Relationship between Pre-service Music Teachers’ Attitudes towards Teaching Profession and their Self-efficacy Beliefs

2020 ◽  
Vol 6 (4) ◽  
pp. 580
Author(s):  
Yavuz Selim Kaleli
Keyword(s):  
Academic Achievement ◽  
Self Efficacy ◽  
Music Teachers ◽  
Personal Information ◽  
Efficacy Beliefs ◽  
Attitude Scale ◽  
Teaching Profession ◽  
Service Music ◽  
Teachers Attitudes ◽  
Education In Turkey

This study aimed to examine the attitudes of pre-service music teachers towards teaching profession and their teaching self-efficacy beliefs. The attitudes and self-efficacy beliefs of pre-service music teachers towards teaching profession were compared based on the variables of gender and academic achievement. The research sample consists of 262 pre-service music teachers studying in the faculties of education in Turkey. Personal information form, attitude scale towards teaching profession and teacher self-efficacy beliefs scale were used in the research. The findings showed that the pre-service teachers’ attitudes and self-efficacy beliefs towards teaching profession are high. In addition, pre-service teachers’ attitudes and self-efficacy beliefs towards teaching profession differ according to their gender and level of academic achievement. A significant relation was found between pre-service teachers’ self-efficacy beliefs and attitudes towards teaching profession.

scholarly journals An Investigation of Pre-service Music Teachers’ Attitudes towards Online Learning during the COVID-19 Pandemic

2021 ◽  
Vol 5 (4) ◽  
pp. 587-600
Author(s):  
Ozlem Kilincer
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Teacher Candidates ◽  
Music Teachers ◽  
Attitude Scale ◽  
Music Teacher ◽  
Learning Attitude ◽  
Service Music ◽  
Teachers Attitudes ◽  
Academic Year

The aim of this research is to determine the pre-service music teachers’ attitudes towards online learning during the COVID-19 pandemic. The study investigated the attitudes of music teacher candidates toward online learning and if they differed by the variables of gender, year of study and academic achievement. The “Online Learning Attitude Scale” was used to collect data for the study. The study was conducted with 164 pre-service music teachers studying at the education faculties of Aksaray University, Çanakkale 18 Mart University, and Necmettin Erbakan University in the 2020-2021 academic year. The independent groups t-test and one-way analysis of variance were used in the data analysis. Results from the study suggested that pre-service music teachers’ attitudes regarding online learning in the COVID-19 pandemic were negative to moderate. In addition, the study indicated that the attitudes of music teacher candidates towards online learning differed by gender, year of study, and academic achievement variables during the COVID-19 pandemic.

Pre-service music teachers' satisfaction: person–environment fit approach

2012 ◽  
Vol 29 (3) ◽  
pp. 371-385 ◽  
Author(s):  
Serkan Perkmen ◽  
Beste Cevik ◽  
Mahir Alkan
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Theoretical Frameworks ◽  
Vocational Satisfaction ◽  
Highly Correlated ◽  
Service Music ◽  
And Control ◽  
Future Work

Guided by three theoretical frameworks in vocational psychology, (i) theory of work adjustment, (ii) two factor theory, and (iii) value discrepancy theory, the purpose of this study was to investigate Turkish pre-service music teachers' values and the role of fit between person and environment in understanding vocational satisfaction. Participants were 85 students enrolled in the department of music education in a Turkish university. The Minnesota Importance Questionnaire (MIQ) was used to examine the participants’ values in six dimensions: achievement, comfort, status, altruism, safety and autonomy. Results revealed that the pre-service teachers value achievement most followed by autonomy, which suggests that they would like to have a sense of accomplishment and control in their future job. The degree to which their values fit their predictions about future work environment was found to be highly correlated with vocational satisfaction. These results provided evidence that the vocational theories used in the current study offers a helpful and different perspective to understand the pre-service teachers' satisfaction with becoming a music teacher in the future. We believe that researchers in the field of music education may use these theories and MIQ to examine the role of values in pre-service and in-service music teachers' job satisfaction.

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