AN EXAMINATION OF ART LITERACY LEVELS OF PROSPECTIVE CLASSROOM TEACHERS

This research aims to examine the art literacy levels of prospective classroom teachers according to their grades, gender, whether they like reading art books and whether they like doing research in the library. A total of 148 prospective classroom teachers (103 females and 45 males) at the third and fourth grades in the department of classroom teaching at Niğde Ömer Halisdemir University constitute the sample of the research. The '' Art Literacy Scale'' developed by Yücetoker (2014) was used as the data collection tool. This research has been designed in the causal-comparative model. Independent group t-test and one-way variance analysis techniques were used for the data analysis. At the end of the research, no significant difference was found between art literacy levels in terms of grade. In terms of gender, there was no significant difference in using art literacy information, defining information needs, transferring information to performance, but there is a significant difference in reaching art literacy information. Male students' levels of reaching art literacy information were found to be higher than that of female students. In terms of whether they like reading art books, there was a significant difference in using information, describing the need for information, and transferring information to performance but there was no significant difference in reaching art literacy information. In terms of liking to do research in the library, there was no significant difference in using art literacy information, describing the need for information and reaching information while the level of transferring art literacy information to performance was found to be higher in students who are interested in doing research in the library.  Article visualizations

Investigating achievement orientations in term of various variables

Doktora Tezi. YÖK Tez Merkezi No: 407528Bu araştırmanın amacı, müzik öğretmeni adaylarının başarı yönelimlerinin belirlenmesi ve başarı yönelimi düzeylerinin çeşitli değişkenler açısından incelenmesidir. Araştırma, betimsel niteliktedir. Araştırmanın evrenini, 2013-2014 Eğitim-Öğretim yılında Türkiye'deki bütün müzik eğitimi anabilim dallarının 1. 2. 3. ve 4. sınıflarında öğrenim gören lisans öğrencileri oluşturmuştur. Araştırmanın örneklemini ise 2013–2014 Eğitim-Öğretim yılında 13 farklı üniversitede öğrenim gören 1250 lisans öğrencisi oluşturmuştur. Araştırmanın verileri "kişisel bilgi anketi" ve "Başarı Yönelimi Ölçeği" aracılığıyla toplanmıştır. "Başarı Yönelimi Ölçeğinin" orijinal formu Midgley ve diğerleri (1998) tarafından geliştirilmiştir. Ölçek, Akın ve Çetin (2007) tarafından Türkçeye uyarlanmıştır. Ölçeğin orijinal (İngilizce) formu 5'li Likert tipinde olup, 1-6 arasındaki maddeler öğrenme yönelimini (ÖY), 7-12 arasındaki maddeler performans-yaklaşma yönelimini (PYAY) ve 13-18 arasındaki maddeler de performans-kaçınma yönelimini (PKAY) belirlemeye yöneliktir. Ölçeğin orijinal formu toplam 18 maddeden oluşmaktadır. Araştırmada kullanılan BYÖ ölçeği ise yine üç alt boyut ve 17 maddeden oluşmaktadır. Uyarlanmış ölçeğin dilsel eşdeğerliği, yapı geçerliği, madde analizi Cronbach alfa iç tutarlılık katsayısı ve test-tekrar test güvenirlikleri sağlanmıştır. Dilsel eşdeğerlik korelasyonları ÖY için .93, PYAY için .90 ve PKAY için .96 olarak eşdeğer bulunmuştur. Faktör yükleri üç alt boyut için .47 ile .92 arasında değişmektedir. Cronbach alfa iç tutarlılık güvenirlik katsayısı ÖY için .77, PYAY için .79 ve PKAY için .78 olarak kestirilmiştir. Test-tekrar test güvenirlikleri ÖY için .95, PYAY için .91 ve PKAY için .94 olarak tespit edilmiştir. Verilerin analizine geçilmeden önce bazı varsayımlar sınanmıştır. Öncelikle ÖY, PYAY, PKAY ve BYÖ puanlarının dağılımları bağımsız değişkenlerin her bir grubunda normal dağılım gösterip göstermediğini belirlemek amacıyla Kolmogrov-Simirnov Normallik testi kullanılmış ve verilerin normallik varsayımını karşılamadığı tespit edilmiştir. Bu nedenle parametrik olmayan testlerden yararlanılmıştır. Grup sayısı iki olan bağımsız değişkenlere (cinsiyet, lise türü, yakın olup olmama, kendi isteği ile girip girmeme) göre anlamlı farklılığın olup olmadığı Mann Whitney U testi ile sınanmıştır. Grup sayısı ikiden daha fazla olan bağımsız değişkenlere (sınıf düzeyi, lise başarı düzeyi, son üç içinde çalışma süresi, sınıf içinde başarı durumu, müzik dışında başka bir iş yapıp yapmama durumu) göre anlamlı farklılığın olup olmadığı Kruskall Wallis testi ile sınanmıştır. Tüm bu analizler için SPSS 16 paket programından yararlanılmıştır. Bu araştırmanın sonucunda, Güzel Sanatlar Lisesi'nden mezun olan öğrencilerin başarı yönelimlerinin genel liseden mezun olan öğrencilerden daha yüksek olduğu belirlenmiştir. Araştırmada öğrencilerin başarı yönelimleri puanları arasında sınıf düzeylerine göre anlamlı fark bulunmuştur. Araştırmada, öğrencilerin öğrenme yönelimleri puanları arasında lise başarı düzeylerine göre anlamlı fark bulunmuşken, performans yaklaşma yönelimleri, performans kaçınma yönelimleri ve başarı yönelimleri puanları arasında lise başarı düzeylerine göre anlamlı fark bulunmamıştır. Kız öğrencilerin öğrenme yönelimlerinin erkek öğrencilerden daha yüksek olduğu belirlenmiştir. Kız öğrencilerin performans yaklaşma yönelimlerinin erkek öğrencilerden daha yüksek olduğu belirlenmiştir. Kız öğrencilerle erkek öğrencilerin performans kaçınma yönelimleri ve başarı yönelimleri puanları arasında anlamlı bir fark bulunmamıştır. Müzikle ilgilenen bir yakını olan öğrencilerle olmayan öğrencilerin öğrenme yönelimleri, performans yaklaşma, performans kaçınma yönelimleri ve başarı yönelimleri puanları arasında anlamlı bir fark bulunmamıştır. Kendi tercihi ile müzik eğitimi anabilim dallarında öğrenim gören öğrencilerin öğrenme yönelimlerinin, kendi tercihi ile öğrenim görmeyen öğrencilerden daha yüksek olduğu belirlenmiştir. Kendini yüksek düzeyde yetenekli algılayan öğrencilerin öğrenme yönelimlerinin, kendini düşük düzeyde yetenekli algılayan öğrencilere göre daha yüksek olduğu tespit edilmiştir. Öğrencilerin performans yaklaşma yönelimleri puanları arasında kendini yetenekli bulma düzeyine göre anlamlı fark bulunmuştur. Öğrencilerin öğrenme yönelimleri puanları arasında başka bir iş yapıp yapmamayı düşünme durumuna göre anlamlı fark bulunmuştur. Performans yaklaşma yönelimleri puanları arasında başka bir iş yapıp yapmamayı düşünme durumuna göre anlamlı fark bulunmamıştır.This study is a descriptive one conducted with the aim of determining the pre-service teachers' levels of using achievement orientations, and the students' levels of using achievement orientations in Departments of Musical Education, Fine Arts Education, and Faculties of Education, and investigating the levels of using achievement orientations in terms of various variables. The study population was composed of undergraduates from grades 1, 2, 3, and 4 in all departments of musical education in Turkey. The sample of the study included 1,250 undergraduate students from 13 different universities during 2013-2014 school year. In the study, the 'Personal Information Survey' was used in order to collect data, and the 'Achievement Orientation Scale' (AOS), originally designed by Midgley et al. (1998), and adapted to Turkish by Akın and Çetin (2007), in order to determine the 'Achievement Orientation Scale.' The original scale form was 5-point Likert-type scale, and was composed of 18 items, with the first six items for Learning Orientation (LO), the second six for Performance-Approach Orientation (PAp.O), and the last six for Performance-Avoidance Orientation (PAv.O). The AOS scale used in the study was composed of 3 sub-dimensions and 17 items. Linguistic equivalence of the adapted scale, construct validity, items analysis, Cronbach's alpha internal consistency coefficient, and test-retest reliability were established. Correlations for linguistic equivalence were at the levels of .93 for LO, .90 for PAp.O, and .96 for PAv.O. Factor loadings were between .47 and .92 for three sub-dimensions. Cronbach's alpha internal consistency coefficient was predicted as .77 for LO, .79 for PAp.O, and .78 for PAv.O. Test-retest reliability levels were determined to be at .95 for LO, .91 for PAp.O, and .94 for PAv.O. Before beginning the data analysis, some assumptions were tested. Firstly, the Kolmogorov-Smirnov Test for Normality was used in order to determine whether the distribution of scores for LO, PAp.O, PAv.O, and AOS scales showed a normal distribution in each group of independent variables, and it was concluded that it didn't confirm the normality assumption of the data. As a result of this, non-parametric tests were used. Whether there was a significant difference according to the independent variables with group number more than two (grade level, high school achievement level, study time in the last three, achievement level in class, whether engaging in fields other than music or not) was tested through the Kruskal–Wallis Test. The software 'SPSS 16.0' was used for all of the analyses. These results were obtained in the study: the students who graduated from High School for Fine Arts had higher achievement orientation levels than the students who graduated from General High School. There was a significant difference between the students' achievement orientation scores according to their grade levels. While there was a significant difference between the students' learning orientation scores according to their high school achievement levels, there was no significant difference found between the scores obtained for performance-approach orientation, performance-avoidance orientation, and achievement orientation according to their high school achievement levels. Female students had higher levels of learning orientations than male students. Generally, female students had higher levels of performance-approach orientation than male students. There were no significant differences found between performance-avoidance orientation scores and achievement orientation scores of female, and male students. There were no significant differences between the scores for learning orientation, performance-approach, performance-avoidance orientations, and achievement orientation of students who had a relative engaging in music, and students who had no relatives engaging in music. It was found that learning orientation levels of the students who willingly entered the department of music were higher than the students' who entered the department of music unwillingly. Between the students who considered themselves 'highly competent,' and students who considered themselves 'lowly competent,' there was a significant difference in favor of the former. There was a significant difference between the scores for students' performance-approach orientation levels according to their levels of considering themselves as 'competent.' Between the scores for performance-approach orientation, there were no significant differences according to the case whether they considered engaging in any field other than music

Determining Views of Pre-School Teachers, Working at Pre-School Education Institutions on Pre-School Music Education

Bu araştırmanın ana amacı, Niğde ve Niğde’ye bağlı Çamardı, Bor ve Altunhisar ilçelerinde yer alan MEB’e bağlı resmi ve resmi olmayan özel okulöncesi eğitim kurumlarında görev yapan anaokulu öğretmenlerinin okulöncesi dönemde müzik eğitimine ilişkin görüşlerini belirlemektir. Çalışma grubunu 58 anaokulu öğretmeni oluşturmuştur. Öğretmenlere araştırmacılar tarafından hazırlanan bir anket uygulanmıştır. Anket iki bölümden oluşmaktadır. Birinci bölümde öğretmenlerle ilgili kişisel bilgilere, ikinci bölümde ise öğretmenlerin müzik eğitimi ile ilgili konulara ilişkin görüşleri ve çalıştıkları kurumun müzik eğitimi ile ilgili sağladığı olanaklara ilişkin sorular yer almaktadır. Toplam soru sayısı 10’dur. Sorulardan biri açık uçludur. Verilerin çözümlenmesinde frekans, yüzde ve tek faktörlü varyans analizi kullanılmıştır. Çıkan sonuçlara göre, mezun oldukları kurumlara göre öğretmenlerin müzik eğitimi ile ilgili konulara ilişkin görüşleri arasında anlamlı farklılıklar vardır. Araştırmada okulöncesi kurumlarda müzik odası ve müzik aletlerinin yetersiz olduğu görülmüştür. Ayrıca okulöncesi öğretmenlerinin bir kısmının da yeterli müzik bilgisine sahip olmadıklarını ifade ettikleri belirlenmiştirThe main purpose of this study was to determine the opinions in about music education during the pre-school period of kindergarten teachers working in state and private pre-schools of Ministry of Education in Çamardı, Bor, Altunhisar (Niğde) and in Niğde. 58 pre-scholl teachers were included in the study group. A questionnaire designed by researchers was given to the teachers. The questionnaire had two parts. In the first one there were personal questions about the teachers and in the second part their opinions about music education and some questions about the opportunities provided by their instititutions about music education were asked. There were 10 questions in total. One of them was open-ended. In the study of data frequency, percent and one Way Anova analysis was used. According to the results, there were spinificant differences between the opinions of the teachers about music education depending on the institutions from which they graduated. In the study it was observed that musical instruments and music rooms at pre-school were insufficient. It was also seen by statement that some of the pre-schools teachers were not efficient in music

Comparison of Musical Knowledge of Pre-Service Teachers with Block flute Playing and Musical Reading Levels

Sınıf öğretmeni adaylarının müzik derslerinde gereken donanıma sahip olmaları, nitelikli müzik dersleri işlemeleri ile doğrudan ilgilidir. Bu çalışmada Ege Üniversitesi Eğitim Fakültesi Sınıf Eğitimi Anabilim dalında öğenim gören sınıf öğretmeni adaylarının müzik dersi temel bilgilerini ve müzik eğitimi derslerinde sınıf ortamında çalışılan eğitsel müzik dağarcığına ilişkin örneklerde blokflüt çalma ve müziksel okuma beceri düzeylerinin belirlenerek karşılaştırılması amaçlanmıştır. Araştırmada eğitsel müzik dağarındaki şarkılarda geçen müziksel bilgilere yönelik sınıf öğretmeni adaylarının bilgi düzeylerini ölçmek için Afacan (2010) tarafından geliştirilen 37 maddeden oluşan başarı testi kullanılmıştır. Geliştirilen başarı testinin KR-20 güvenirlik katsayısı 0.81’dir. Çalışma müzik eğitimi dersi almış 3.sınıfta öğrenim gören 50 sınıf öğretmeni adayı ile yapılmıştır. Başarı testinden en yüksek ve en düşük puan alan toplam 28 öğretmen adayının müzik dersinde çalıştıkları şarkılarda blokflüt çalma ve müziksel okuma beceri düzeyleri araştırmacılar tarafından hazırlanan dereceli puanlama anahtarı kullanılarak değerlendirilmiştir. Araştırma sonucunda sınıf öğretmeni adaylarının Öğretmen adaylarının okul şarkılarında geçen temel müzik bilgilerini ölçen başarı testine göre yetersiz oldukları, çalışma kapsamında belirlenen okul şarkılarında blokflüt çalma ve müziksel okuma düzeylerinin orta ve zayıf düzeyde olduğu saptanmıştır.It is directly related to the fact that the prospective classroom teachers have the necessary equipment in music lessons. In this study, it is aimed to compare the basic knowledge of music teacher and music reading skill levels of class teacher candidates studying at Ege University Faculty of Education Class Education Department by identifying block flute playing and musical reading skill levels. In the study, 37-item achievement test developed by Afacan (2010) was used to measure the level of knowledge of prospective classroom teachers for musical information in songs in educational music repertoire. The KR-20 reliability coefficient of the developed achievement test was 0.81. The study was carried out with 50 prospective classroom teachers who took music education course. A total of 28 prospective teachers with the highest and lowest scores in the achievement test were evaluated using the graded scoring key prepared by the researchers. As a result of the research, it was determined that prospective classroom teachers were inadequate according to the achievement test which measured basic music knowledge of school songs and it was found that block flute playing and musical reading levels were moderate and weak

Investigation of Self-Efficacy Perceptions Regarding the 21st Century Skills of University Students Enrolled in Different Faculties

The 21st-century skills are considered to be needed by individuals in a changing world. The aim of this research study is to determine whether or not the self-efficacy perceptions of students enrolled in the Faculty of Education, the Faculty of Literature, and the Faculty of Nursing (health) pertaining to the 21st-century skills cause any difference among the faculties. The population of the research is comprise of 1,056 students, 841 females and 215 males, at Ege University during the fall semester of the 2018-2019 academic year. “21st Century Skills Self-efficacy Perception” scale, which has 3 subdimensions such as “Learning and Renewal (LR) Skills,” “Life and Career (LC) Skills,” and “Information, Media and Technology (IMT) Skills,” is utilized in the study. The research study is designed in accordance with the causal-comparative model. In the data analysis, independent groups t-test is performed to detect differences in terms of gender, whereas the one-way analysis of variance) techniques are conducted to detect differences in terms of faculties. The margin of error is determined as .05 in the study. No significant difference is detected in the LR skills of university students in terms of the gender variable. It is found that a significant difference exists according to gender in the subdimension of LC skills. No significant difference is observed according to gender variable in the subdimension of IMT skills of university students. According to this result, the LC skills of female students are detected to be higher than that of male students. It is observed that the LR skills of the students in the faculty of education are higher than that of the students in the faculty of health sciences. It is determined that a significant difference exists in the LC skills of university students according to the faculty of education variable. It is determined that the LC skills of the students in both the faculties of education and literature are higher than that of the students in the faculty of health sciences. Furthermore, it is determined that the IMT skills of the students in the faculty of education and the faculty of literature are higher than that of the students in the faculty of health sciences

Investigation of Self-Efficacy Perceptions Regarding the 21st Century Skills of University Students Enrolled in Different Faculties

The 21st-century skills are considered to be needed by individuals in a changing world. The aim of this research study is to determine whether or not the self-efficacy perceptions of students enrolled in the Faculty of Education, the Faculty of Literature, and the Faculty of Nursing (health) pertaining to the 21st-century skills cause any difference among the faculties. The population of the research is comprise of 1,056 students, 841 females and 215 males, at Ege University during the fall semester of the 2018-2019 academic year. “21st Century Skills Self-efficacy Perception” scale, which has 3 subdimensions such as “Learning and Renewal (LR) Skills,” “Life and Career (LC) Skills,” and “Information, Media and Technology (IMT) Skills,” is utilized in the study. The research study is designed in accordance with the causal-comparative model. In the data analysis, independent groups t-test is performed to detect differences in terms of gender, whereas the one-way analysis of variance) techniques are conducted to detect differences in terms of faculties. The margin of error is determined as .05 in the study. No significant difference is detected in the LR skills of university students in terms of the gender variable. It is found that a significant difference exists according to gender in the subdimension of LC skills. No significant difference is observed according to gender variable in the subdimension of IMT skills of university students. According to this result, the LC skills of female students are detected to be higher than that of male students. It is observed that the LR skills of the students in the faculty of education are higher than that of the students in the faculty of health sciences. It is determined that a significant difference exists in the LC skills of university students according to the faculty of education variable. It is determined that the LC skills of the students in both the faculties of education and literature are higher than that of the students in the faculty of health sciences. Furthermore, it is determined that the IMT skills of the students in the faculty of education and the faculty of literature are higher than that of the students in the faculty of health sciences

Motivation to teach as a predictor of resilience and appreciation: An examination in terms of the self-determination theory

The aim with this research was to investigate the correlation between the intrinsic and extrinsic motivation of teacher candidates regarding their desire to teach, and the variables of resilience and appreciation. In order to establish this correlation, we used the resilience scale, originally developed by Wagnild and Young in 1993 and adapted to the Turkish context by Terzi in 2006. Additionally, the motivation-to-teach scale, developed by Kauffman, Yilmaz Soylu and Duke in 2011 and adapted to the Turkish context by Güzel Candan and Evin Gencel in 2015, as well as the gratitude, resentment and appreciation test-revised short (GRAT-RS), developed by Thomas and Watkins in 2003 and adapted to the Turkish context by Oğuz Duran in 2017, were employed. The participants in this study comprised 328 fourth-year teacher candidates enrolled in undergraduate programmes in the Faculty of Education at the Ege University during the 2019–2020 academic year. According to the findings, the motivation to teach demonstrates predictive qualities for both resilience and appreciation. The teacher candidates with high motivation to teach, that is, the teacher candidates who studied at a faculty of education by choice, showed more positive emotions towards their profession (Ayık & Ataş, 2014). This research shows that the level of autonomy is effective over positive emotions. If we aim to have better education and teachers who inspire students with positive energy, it may be easier to achieve this with teachers who have a higher level of autonomy