Araştırma Makalesi
Yıl 2020,
Cilt: 9 Sayı: 2, 617 - 636, 24.06.2020
Öz
Kaynakça
- Aral, N., Kandır, A. & Can Yaşar, M. (2002). Okul öncesi eğitim ve anasınıfı programları, 1. Basım, İstanbul:Turan Ofset.Boyd, M. (2013). I love my work but… The professionalization of early childhood education. Qualitative Report, 18, 1-20. Retrieved from https://nsuworks.nova.edu/tqrCumhuriyet University Education Faculty Undergraduate Course Contents (2018). Retrieved from http://egitim.cumhuriyet.edu.tr/userfiles/file/EgitimFakultesi/lisansdersicerik/okuloncesi.pdfCurricular Guidance for Pre-School Education (2006). Retrieved from http://ccea.org.uk/sites/default/files/docs/curriculum/pre_school/preschool_guidance.pdfCustodero, L.(2006). Singing practices in 10 families with young children. Journal of Research in Music Education. 54. 10.2307/3653454.Egert, F., Fukkink, R. G., & Eckhardt, A. G. (2018). Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes: A meta-analysis. Review of Educational Research, 88(3), 401–433. doi:10.3102/0034654317751918Gomez, R. E., Kagan, S. L., & Fox, E. A. (2015). Professional development of the early childhood education teaching workforce in the United States: An overview. Professional Development in Education, 41(2), 169-186. doi:10.1080/19415257.2014.986820Gillespie, C. W., & Glider, K. R. (2010). Preschool teachers’ use of music to scaffold children’s learning and behavior. Early Child Development and Care, 180, 799–808.Green, S. (2013). Meeting a growing demand: Texas A&M Agrilife extension service’s early childhood educator online training program. Journal of Extension, 51(6), 15. Retrieved from https://joe.org/Güler, N. (2006). Okul öncesi öğretmenlerinin müzik etkinliklerini gerçekleştirme durumları ve eğitim gereksinimlerinin belirlenmesi (Master’s Thesis). Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.Hall, G. E., & Hord, S. M. (2001). Implementing change: Patterns, principles, and potholes. Boston: Allyn and Bacon.Hall-Kenyon, K. M., Bullough, R. V., MacKay, K. L., & Marshall, E. E. (2014). Preschool teacher well-being: A review of the literature. Early Childhood Education Journal, 42(3), 153-162.Hendricks, K. S. (2014). Changes in self-efficacy beliefs over time: Contextual influences of gender, rank-based placement, and social support in a competitive orchestra environment. Psychology of Music, 42, 347–365. doi: 10.1177/0305735612471238Hendricks, K. S., Smith, T. D., & Legutki, A. R. (2015). Competitive comparison in music: Influences upon self-efficacy belief by gender. Gender and Education. doi:10.1080/09540253.2015.1107032Işın, D. (2008). Okulöncesi müzik eğitiminde uygulanan Orff yaklaşımının 5-6 yaş grubundaki çocukların ritimsel becerilerine etkisi (Master’s Thesis). Gazi Üniversitesi, Ankara.Kelly, S. N. (1998). Preschool classroom teachers’ perceptions of useful music skills and understanding. Journal of Research in Childhood Education, 46(3), 374–383.Lee, P., & Lin, S. (2013). Music teaching for young children at a developmentally appropriate practice classroom in Taiwan. Music Education Research, 15, 107–122.Rajan, R. S. (2017). Preschool teachers’ use of music in the classroom: a survey of park district Preschool Programs. Journal of Music Teacher Education, 27(1) 89–102.doi: 10.1177/1057083717716687Malloch, S., & Trevarthen, C. (2009). Musicality: Communicating the vitality and interests of life. In S. Malloch & C. Trevarthen (Eds.), Communicative musicality: Exploring the basis of human companionship (pp. 1-11). New York, NY, US: OxfordMEB (MoNE) (2013). Okul öncesi eğitim programı. Ankara: MEB Yayınları.MEB (MoNE) (2019). National Education Statistics Formal Education 2017-18. Ankara: Ministry of National Education (with the contributions of Turkish Statistical Institute within the framework of Official Statistics Program). Retrieved from https://sgb.meb.gov.tr/meb_iys_dosyalar/2018_09/06123056_meb_istatistikleri_orgun_egitim_2017_2018.pdfMoss Long, I-R. (2016). Why can’t I sing: The impact of self-efficacy enhancing techniques on student self-efficacy beliefs. (Doctoral Dissertation). Boston University College of Fine Arts. Retrieved from ProQuest Dissertations and Theses database (Publication Number: 10135045)Nardo, R. L., Custodero, L. A., Persellin, D. C., & Fox, D. B. (2006). Looking back, looking forward: A report on early childhood music education in accredited American preschools. Journal of Research in Music Education, 54, 278–292.Pianta, R. C. (2011). Individualized and effective professional development supports in early care and education settings. Zero to Three, 4-10. Retrieved from https://www.zerotothree.orgPolit, D.F & Beck, C.T. (2004). Nursing research principles and methods. Lippincott William S & Wilkins: Philadelphia.Siebenaler, D. (2006). Training teachers with little or no music background: Too little, too late? Update: Applications of Research in Music Education, 24(2), 14–22.Sönmezöz, F. & Hakyol, F. L. (2016). Okul öncesi eğitim kurumlarındaki müzik eğitiminin okul öncesi öğretmenlerinin görüşlerine dayalı olarak değerlendirilmesi. Akademik Sosyal Araştırmalar Dergisi, 4 (26), 194-217.Sözbir, S. & Çakmak, Ö. (2016). Okul öncesi öğretmenlerinin müzik etkinlikleri hakkındaki görüşleri. Sosyal Bilimler Dergisi, 3(6), 367-378. Tanriseven, I. (2012). Primary school teachers’ and teacher candidates’ sense of efficacy. Procedia – Social and Behavioral Sciences, 47, 1479–1484. doi: 10.1016/j.sbspro.2012.06.846Teachout, D.J. (1997). Pre-service and experienced teachers’ opinions of skills and behaviors important to successful music teaching. Journal of Research in Music Education,45 (1), 41-50.Veneziano L. & Hooper J. (1997). A method for quantifying content validity of health-related questionnaires. American Journal of Health Behavior, 21 (1), 67-70.Weber-Mayrer, M. M., Piasta, S. B., & Pelatti, C. Y. (2015). State-sponsored professional development for early childhood educators: Who participates and associated implications for future offerings. Journal of Early Childhood Teacher Education, 36(1), 44-60. doi:10.1080/10901027.2014.996927Woolfolk Hoy, A., & Davis, H. A. (2006). Teacher self-efficacy and its influence on the achievement of adolescents. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (p.p. 117–137). Connecticut: Information Age PublishingYin, R. K. (2009). Case study research: Design and method (4th ed.). Thousand Oaks,CA: Sage Publications, IncYurdugül, H. (2005). Ölçek geliştirme çalışmalarında kapsam geçerliği için kapsam geçerlik indekslerinin kullanılması, XIV. Ulusal Eğitim Bilimleri Kongresi, Pamukkale Üniversitesi Eğitim Fakültesi, 28–30 Eylül Denizli. Retrieved from http://yunus.hacettepe.edu.tr/~yurdugul/3/indir/PamukkaleBildiri.pdf
Yıl 2020,
Cilt: 9 Sayı: 2, 617 - 636, 24.06.2020
Öz
In this study,
which attempts to reveal preschool teachers’ and preservice preschool teachers’
musical competence to teach music in preschool education, both quantitative and
qualitative methods were performed. In the quantitative part, a descriptive
study was used. The sample of the research included preschool teachers (N = 20)
working in preschool institutions of a province in the Central Anatolia Region
and junior and senior preservice preschool teachers (N = 84) attending
Education Faculty of a state university located in this province and taking the
Music Education I and II courses during 2018-2019 academic year. As a data
collection instrument, a 15- item questionnaire developed by the researchers
and consisting of items about music self-efficacy and the effectiveness of the
music education I and II courses they took in the 3rd grade was used to reveal
the music competence of preschool teachers and preservice preschool teachers.
In the analysis of the data, besides frequency, percentage, arithmetic mean calculations,
the chi-square test was used to determine the relationship between variables
and questionnaire items. In the qualitative dimension, the data of the
preschool teachers (N = 9) and preservice preschool teachers (N = 19), who were
chosen from the same sample based on the basis of voluntarism, on their
preschool music education competencies were collected through semi-structured
interviews and analyzed through Maxqda 11 program using content analysis. In
general, the findings revealed that both the preschool teachers and preservice
preschool teachers have minimal skills or training in teaching music to
preschoolers.
Anahtar Kelimeler
preschool music education preservice preschool teachers preschool teachers music education competence
Kaynakça
- Aral, N., Kandır, A. & Can Yaşar, M. (2002). Okul öncesi eğitim ve anasınıfı programları, 1. Basım, İstanbul:Turan Ofset.Boyd, M. (2013). I love my work but… The professionalization of early childhood education. Qualitative Report, 18, 1-20. Retrieved from https://nsuworks.nova.edu/tqrCumhuriyet University Education Faculty Undergraduate Course Contents (2018). Retrieved from http://egitim.cumhuriyet.edu.tr/userfiles/file/EgitimFakultesi/lisansdersicerik/okuloncesi.pdfCurricular Guidance for Pre-School Education (2006). Retrieved from http://ccea.org.uk/sites/default/files/docs/curriculum/pre_school/preschool_guidance.pdfCustodero, L.(2006). Singing practices in 10 families with young children. Journal of Research in Music Education. 54. 10.2307/3653454.Egert, F., Fukkink, R. G., & Eckhardt, A. G. (2018). Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes: A meta-analysis. Review of Educational Research, 88(3), 401–433. doi:10.3102/0034654317751918Gomez, R. E., Kagan, S. L., & Fox, E. A. (2015). Professional development of the early childhood education teaching workforce in the United States: An overview. Professional Development in Education, 41(2), 169-186. doi:10.1080/19415257.2014.986820Gillespie, C. W., & Glider, K. R. (2010). Preschool teachers’ use of music to scaffold children’s learning and behavior. Early Child Development and Care, 180, 799–808.Green, S. (2013). Meeting a growing demand: Texas A&M Agrilife extension service’s early childhood educator online training program. Journal of Extension, 51(6), 15. Retrieved from https://joe.org/Güler, N. (2006). Okul öncesi öğretmenlerinin müzik etkinliklerini gerçekleştirme durumları ve eğitim gereksinimlerinin belirlenmesi (Master’s Thesis). Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.Hall, G. E., & Hord, S. M. (2001). Implementing change: Patterns, principles, and potholes. Boston: Allyn and Bacon.Hall-Kenyon, K. M., Bullough, R. V., MacKay, K. L., & Marshall, E. E. (2014). Preschool teacher well-being: A review of the literature. Early Childhood Education Journal, 42(3), 153-162.Hendricks, K. S. (2014). Changes in self-efficacy beliefs over time: Contextual influences of gender, rank-based placement, and social support in a competitive orchestra environment. Psychology of Music, 42, 347–365. doi: 10.1177/0305735612471238Hendricks, K. S., Smith, T. D., & Legutki, A. R. (2015). Competitive comparison in music: Influences upon self-efficacy belief by gender. Gender and Education. doi:10.1080/09540253.2015.1107032Işın, D. (2008). Okulöncesi müzik eğitiminde uygulanan Orff yaklaşımının 5-6 yaş grubundaki çocukların ritimsel becerilerine etkisi (Master’s Thesis). Gazi Üniversitesi, Ankara.Kelly, S. N. (1998). Preschool classroom teachers’ perceptions of useful music skills and understanding. Journal of Research in Childhood Education, 46(3), 374–383.Lee, P., & Lin, S. (2013). Music teaching for young children at a developmentally appropriate practice classroom in Taiwan. Music Education Research, 15, 107–122.Rajan, R. S. (2017). Preschool teachers’ use of music in the classroom: a survey of park district Preschool Programs. Journal of Music Teacher Education, 27(1) 89–102.doi: 10.1177/1057083717716687Malloch, S., & Trevarthen, C. (2009). Musicality: Communicating the vitality and interests of life. In S. Malloch & C. Trevarthen (Eds.), Communicative musicality: Exploring the basis of human companionship (pp. 1-11). New York, NY, US: OxfordMEB (MoNE) (2013). Okul öncesi eğitim programı. Ankara: MEB Yayınları.MEB (MoNE) (2019). National Education Statistics Formal Education 2017-18. Ankara: Ministry of National Education (with the contributions of Turkish Statistical Institute within the framework of Official Statistics Program). Retrieved from https://sgb.meb.gov.tr/meb_iys_dosyalar/2018_09/06123056_meb_istatistikleri_orgun_egitim_2017_2018.pdfMoss Long, I-R. (2016). Why can’t I sing: The impact of self-efficacy enhancing techniques on student self-efficacy beliefs. (Doctoral Dissertation). Boston University College of Fine Arts. Retrieved from ProQuest Dissertations and Theses database (Publication Number: 10135045)Nardo, R. L., Custodero, L. A., Persellin, D. C., & Fox, D. B. (2006). Looking back, looking forward: A report on early childhood music education in accredited American preschools. Journal of Research in Music Education, 54, 278–292.Pianta, R. C. (2011). Individualized and effective professional development supports in early care and education settings. Zero to Three, 4-10. Retrieved from https://www.zerotothree.orgPolit, D.F & Beck, C.T. (2004). Nursing research principles and methods. Lippincott William S & Wilkins: Philadelphia.Siebenaler, D. (2006). Training teachers with little or no music background: Too little, too late? Update: Applications of Research in Music Education, 24(2), 14–22.Sönmezöz, F. & Hakyol, F. L. (2016). Okul öncesi eğitim kurumlarındaki müzik eğitiminin okul öncesi öğretmenlerinin görüşlerine dayalı olarak değerlendirilmesi. Akademik Sosyal Araştırmalar Dergisi, 4 (26), 194-217.Sözbir, S. & Çakmak, Ö. (2016). Okul öncesi öğretmenlerinin müzik etkinlikleri hakkındaki görüşleri. Sosyal Bilimler Dergisi, 3(6), 367-378. Tanriseven, I. (2012). Primary school teachers’ and teacher candidates’ sense of efficacy. Procedia – Social and Behavioral Sciences, 47, 1479–1484. doi: 10.1016/j.sbspro.2012.06.846Teachout, D.J. (1997). Pre-service and experienced teachers’ opinions of skills and behaviors important to successful music teaching. Journal of Research in Music Education,45 (1), 41-50.Veneziano L. & Hooper J. (1997). A method for quantifying content validity of health-related questionnaires. American Journal of Health Behavior, 21 (1), 67-70.Weber-Mayrer, M. M., Piasta, S. B., & Pelatti, C. Y. (2015). State-sponsored professional development for early childhood educators: Who participates and associated implications for future offerings. Journal of Early Childhood Teacher Education, 36(1), 44-60. doi:10.1080/10901027.2014.996927Woolfolk Hoy, A., & Davis, H. A. (2006). Teacher self-efficacy and its influence on the achievement of adolescents. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (p.p. 117–137). Connecticut: Information Age PublishingYin, R. K. (2009). Case study research: Design and method (4th ed.). Thousand Oaks,CA: Sage Publications, IncYurdugül, H. (2005). Ölçek geliştirme çalışmalarında kapsam geçerliği için kapsam geçerlik indekslerinin kullanılması, XIV. Ulusal Eğitim Bilimleri Kongresi, Pamukkale Üniversitesi Eğitim Fakültesi, 28–30 Eylül Denizli. Retrieved from http://yunus.hacettepe.edu.tr/~yurdugul/3/indir/PamukkaleBildiri.pdf
Toplam 1 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Yayımlanma Tarihi | 24 Haziran 2020 |
| Yayımlandığı Sayı | Yıl 2020Cilt: 9 Sayı: 2 |
e-ISSN: 2147-1606