Exploring teaching strategies of Turkish primary teachers in music education (original) (raw)
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Exploring effective music teaching strategies of primary school teachers
Procedia - Social and Behavioral Sciences, 2010
This study aims to investigate primary teachers' teaching strategies in music Turkish primary classrooms. In the study the 'qualitative' research approach was adopted in order to fulfil the aims and objectives of the study. The study carried out in two state primary schools in Turkey. Total of six primary school teachers with different educational backgrounds participated in the study. Semi-structured interviews and classroom observations were used as tools for data collection. Findings suggest that there is a range of factors influence teachers' music teaching activities in negative ways in classrooms. These factors were encountered as students, curriculum, lack of teacher competencies, inadequate facilities and resources for music education, limited support from parents and negative effects of audio-visual media. It is suggested that due to the lack of confidence and competence of primary teachers, music specialist teachers should be assigned to the task of delivering music curriculum.
THE INITIAL TRAINING OF TEACHERS FOR MUSIC TEACHING IN PRIMARY SCHOOL
The first formalization of program lines concerning the introduction to musical education in primary school in Italy takes place in 1985 (D.P.R. of 12/02/1985). The next legal documents (D.L. of 19/02/04, n. 59; D.M. of 31/07/07) underline the formative importance of doing music and the quality of cognitive processes which are involved and activated in this experience. However, an incongruent problem had emerged since 1985 and it is still considered as such: the introduction of a professional figure owning specific competences has not been taken into account for musical education at school. The remarks on the educational effectiveness of various teachingmusical activities also highlight the differences and discrepancies between ministerial program lines and real curriculum. In fact, a recent study has underlined the absence of correspondence between students’ real learning and what is expected according to the Educational Programs of 1985 until the recent National Indications. The main difficulty consists in training teachers who are able to carry out this task. The problem of a music education also in a primary school can be only solved by a systematic and generalized utilization of specifically trained teachers. This statement dates back thirty years ago while the introduction of the degree course in Primary Education Sciences is relatively recent (For instance, this course has been activated since 1998-99 at the University of Salerno). The purpose of this study is to give an answer to the following question: what can be the pedagogical coordinates for the definition of a possible university studies curriculum for music teaching in primary school? A questionnaire, which has been submitted to 629 primary school teachers, has stressed a substantial inconsistency concerning the following factors: - the relation between awareness and competences owned by every teacher and the consequent effect in daily teaching activities; - every teacher’s idea about the importance of education, contents and professional competences which are essential in order to organize and carry out formative paths. These significant factors can be surely useful to identify some specific areas of competences that the students of the degree course in Primary Education Sciences should be able to acquire (or develop) in order to organize, plan and carry out a study path which can be coherent with the aims linked to the objective need of education. In fact, the quality of future teachers’ learning depends on the quality of the university formative offer. Since a learner is not a simple listener but he is able to manipulate and produce sound events, it is very important to give future teachers basic competences useful for music teaching.
Music Teachers’ Perception of Music Teaching at the Stage of Early Adolescence
CEPS Journal, 2021
Based on the descriptive method of qualitative educational research, the present study explores music teaching at the stage of early adolescence in terms of general-school music teachers’ viewpoints on factors defining the planning and implementation of music teaching. The study was based on qualitative analysis of data gathered in interviews with 18 teachers from nine countries (Slovenia, Argentina, Australia, USA, Turkey, Poland, Russia, Italy and Germany). The research found that music teaching based on authentic musical communication through the activities of playing, creating and listening to music was favoured by the interviewees. Among the factors affecting the presentation of music teaching at the stage of early adolescence, the quality of curricular bases and the professional competence of music teachers were emphasised. In this context, the research findings showed that music curricula in the international context do not provide a suitable curricular base for the implementation of music teaching. The problem becomes especially salient when the competences of music teachers are insufficient for the transference of the curricular platform to musical praxis through authentic ways of musical teaching. The research findings provide an insight into the complexity of the factors involved, including authentic music teaching, the music curriculum and teachers’ competences, which determine the planning and implementation of music teaching at the stage of early adolescence. In addition, the findings provide a basis for further research in a broader context and for the development of guidelines for curricular updates and the modernisation of music education in general schools.
Music Education and Effective Teaching: Perspectives from a Critical Review.
Effective teaching is an essential condition for fostering learning in instrumental and vocal music education. The role of the teacher in music lessons has to be considered in a multidimensional perspective, since it involves different personal and professional aspect in a one-to-one educational relationship. To improve teaching in the music field it is necessary to understand all these elements, the connections between them, and their impact on music teachers' training and professional development. The aim of the present paper is to consider some of these characteristics, and to discuss the relationships between them within music teacher's professional activity. Findings will provide the basis for planning future research studies, which may lead to define the main predictors of music effective teaching. Impact on music teachers’ training is also considered, since it has proved to be a significant dimension of effective music teaching .
Primary Music Education in the Absence of Specialists
2008
Many schools worldwide rely exclusively on generalist teachers for music instruction at the primary level yet we know little about these teachers, their preparation for the task, and what they actually do in the classroom when teaching music. The extant literature in this area has focused primarily on boosting generalist teachers’ confidence to teach music. Little attention has been given to their musical knowledge base and thus their competence for teaching music. This paper reports the results of an investigation of music teaching in one national school system that has almost no specialist teachers at the primary level. Drawing from questionnaire data augmented by classroom observations and interviews, the authors describe the nature and quality of music teaching in this system highlighting the issues that arose for these teachers.
International Journal of Higher Education, 2017
This paper describes the research conducted in the Republic of Croatia during the 2012/13 academic year. We have gathered opinions from experts, i.e. teaching methods teachers from seven faculties of teacher education, regarding the music teaching competencies necessary for primary education teachers teaching music in the first several grades of elementary school. We used the Delphi method in our research, i.e. in our sample survey among teaching methods teachers. The teachers also evaluated the competencies of their students and some elements of teacher education studies course syllabi and programmes. The sample survey among the teachers was implemented via email. The goal of the research was to determine if the programmes of the music courses at the teacher education studies are appropriate for the development of the competencies necessary for students of music education. Teaching methods teachers emphasized the need for more practical training, primarily regarding playing instrum...
2022
In this study, it was aimed to determine the proficiency of primary school teachers in music courses. The case study model, which is among the qualitative research methods, was used in this research. In the process of collecting data; the expected teacher competencies in the primary school 1,2,3 and 4th grade music textbooks and the competencies gained in the music teaching course of the Higher Education Council 2018 primary school teaching undergraduate program were specified and compared. Within the scope of this research, interviews were conducted with eight music education experts who previously delivered music lessons in the primary school teaching department and the results of the interviews were analyzed. As a result of the research, it has been determined that 22 different competencies are expected for a primary school teacher to be able to conduct music lessons at all levels of primary schools, but the competencies by the undergraduate program do not provide the six of expected competencies. As a result of expert opinions, it was concluded that most of the expected competencies cannot be gained in a one-semester course period and accordingly a qualified education is not possible. The data obtained from the research were exhibited under the relevant headings and in the light of these results, suggestions were made regarding the current situation and the future of music education.
Music Education Research, 2008
The new primary strategy in England raised the profile of foundation subjects, including music, yet many primary school teachers lack skills and confidence in their ability to teach music. This research explores a year-long programme of training across 16 primary schools in England that sought to improve music education. The programme involved whole school in-service training, advisory teachers offering support within the classroom and further training for music co-ordinators. The implementation of the programme, the training received, lesson observations throughout the programme, difficulties arising and the longer term benefits were explored through questionnaires, interviews and school visits with participant teachers, and senior managers in the Local Authorities and schools. The findings indicated that the programme had been effective in improving teacher confidence, and musical understanding, and the quality of teaching. Factors contributing to the success of the programme were identified and lessons for the development and implementation of future programmes.
Music Teaching Provision in Primary Schools: Key Findings 2019
2021
Despite music being a statutory subject in the National Curriculum since 1992, the value and place of music and the arts in schools has been in flux with recent policy changes influencing if and how music is being taught in schools. There is concern that music is not being delivered in all primary schools in England, meaning some children are being denied the music education they are entitled to. Another important aspect of music education in primary schools is that many teachers lack confidence teaching music as a classroom subject. This research investigated BCU’s trainee primary teachers’ experiences of music education in their placement schools. This research sought to better understand how schools are interpreting governmental music education policy by investigating the lived realities of trainee primary music teachers during their school placements. Perspectives and experiences of classroom music teaching in primary schools were collected from 126 BCU trainee primary teachers ...
The Problems of Music Teachers in Primary Education Schools in Turkey and Solution Offers
Procedia - Social and Behavioral Sciences, 2012
This research aims at determining and describing the basic problems experienced in the course "Music Education" in primary education schools from music teachers' perspectives, and contributing to make the course more functional. This is a qualitative research study and employs interviews in order to collect the data in determining the perspectives, experiences, feelings and perceptions of music teachers working in primary education schools. Having written down and having analysed the data, the findings were interpreted. Based on the findings, recommendations were made for solutions.