Abstract

Examination anxiety in piano education, one of the important courses in music education, can negatively affect both success in examinations and the education of students. This study aimed to determine the anxiety levels of students in the music education departments of universities in western Turkey regarding their piano examinations and their significance according to different variables. The study sample consisted of 174 female and 107 male students. The study found the students’ performance anxiety levels related to piano examinations to be moderate. There were no statistically significant differences in their anxiety levels by gender or age. Students with their own pianos were less likely to have performance concerns regarding piano examinations than those without. It was also found that the students’ year of study had a significant effect on their performance anxiety levels in piano examinations.

Rapid developments and innovations in technology have impact on individuals.The use of technology for one's daily life has become a necessity; therefore, the development and popularization of Information and Communication Technologies (ICTs) is use as a tool for solving educational problems. Because educational technologies play a major role both in learning and teaching, it is undoubtedly required that music teachers have the knowledge and skills of using these technologies. Teachers should use technologies that are appropriate to the course objective, and they should be used to make students understand the course material better, and form permanent knowledge. For that reason, this study aims to determine music teachers' self-confidence levels in the use of information and communication technologies in education based on variables analyzed with a descriptive screening model. For data collection, a 5-point Likert-type scale was used. In conclusion, this study did not find a significant difference in terms of gender and age variables. However, professional seniority, having a personal computer or not, and having access to internet at home or not, all had a significant effect on self-confidence.

This study was intended to reveal pre-service music teachers' perceptions of the concept of a "music teaching program" with the use of metaphors.

This study aims to examine the computer anxiety and self-efficacy of music teachers in terms of different variables. The research is implemented on 124 music teachers. A personal information form and scales of Computer Anxiety and Self Efficacy are implemented on 124 music teachers. Data are analyzed with one way analysis of variance (ANOVA) and Pearson correlation coefficient. The results of the research show that gender creates a significant discrepancy in the perception of both computer anxiety (the computer anxiety of female teachers is higher) and self-efficacy (computer self-efficacy of male teachers is higher). The variables of occupational seniority, computer use frequency and having a computer of own do not create a significant difference for computer anxiety and its sub-factors "anxiety of harming the computer and the job", "learning anxiety" and computer self efficiacy. In addition, the variable of computer anxiety has been shown to make a significant difference for computer self-efficacy with computer anxiety and its sub-factors. In addition, it is seen that the music teachers who have their own computers, who use computers frequently and who have more experience in using computers have less computer anxiety and higher self-efficacy. Another finding of the study indicates that there is a high level of negative significant relationship between computer self-efficacy and computer anxiety. This reveals that those who have higher computer self-efficacy have less computer anxiety.

Bu çalışmanın amacı, 2018 yılında uygulamaya konan müzik öğretmenliği lisans programının piyano eğitimi açısından öğrenciler üzerindeki etkilerinin, öğrencilerin derse yönelik tutum ve görüşleri doğrultusunda belirlenmesidir. Bu amaçla öğrencilere öncelikle “Piyano Dersine Yönelik Tutum Ölçeği” (Tufan ve Güdek, 2008) uygulanmıştır. Öğrencilerin piyano dersine yönelik tutumlarının cinsiyet, sınıf düzeyi, mezun oldukları lise türü ve dahil oldukları lisans programı değişkenlerine göre farklılık gösterip göstermediği incelenmiştir. Yapılan analizler sonucunda öğrencilerin derse yönelik tutumları olumlu yönde olup cinsiyete göre anlamlı farklılık göstermemektedir. Sınıf, lise türü ve dahil oldukları lisans programı değişkenlerine göre ise anlamlı farklılık gösterdiği belirlenmiştir. Araştırmanın bir sonraki adımında, müzik öğretmenliği lisans programında bulunan piyano ders saatleri ve programda yapılan düzenlemelere yönelik görüşlerini belirlemek amacıyla çalışma grubu içerisinden seçilen 14 öğrenci ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Görüşmeler içerik analizi yöntemi ile analiz edilmiş ve müzik öğretmenliği lisans programlarında piyano ders saatlerinde yapılan değişikliklerin öğrenciler üzerindeki yansımaları ortaya konmaya çalışılmıştır.

Music education plays an important role in the development of individuals who are both creative and problem-solving, who have an aesthetic perspective and have an aesthetic perspective. Although it starts in kindergarten, music education in primary and secondary school affects the whole life of the student. In this process, music education enriches students' musical and social cultural lives. In this respect, qualitative research method was used in this study which was conducted in order to reveal the thoughts and experiences of music teachers working in secondary school on music education. For this purpose, four open-ended questions were asked to six music teachers working in various state secondary schools in the center of Balıkesir. In this study, semi-structured interview form was used as data collection tool. The data were analyzed by using descriptive analysis and content analysis techniques. According to the results of the study, teachers related to the music course; It is seen that students found that music lesson hours are inadequate, students found music lessons enjoyable and entertaining and in students have an intense interest in playing instruments, in students observe teachers and teachers, students do not show interest in music lessons. Music teachers to reach the goal of music course; It emphasizes that the lessons should be increased activity students should be more willing, problems with the elimination of the lack of music class, the curriculum should be changed, the school administration should support the music lesson and the activities in the class. Another finding of the study is that the opinions of music teachers about music education program; 'program content is intense', 'students should be a curriculum to create a music culture', 'the curriculum does not grow due to the lack of course time', 'songs to be distracted from lecturing to the lesson' and 'emphasis in the program should be given to Turkish music and culture' is emphasized. In another finding of the study, 'showing and doing', 'question and answer', 'visual and auditory presentations', 'ear teaching',' brain storming ',' expression', 'student presentation ',' rhythm studies', 'body percussion ',' group work ',' song teaching with a note ',' ask-discover 'music teachers and music lessons used in music lessons have been revealed.

The aim of this study was to examine the relationship between the burnout levels of music teachers and their personalities. The research consisted of 278 music teachers who were selected from various places throughout Turkey via subjective, convenience sampling method. For data collection, the 'Personal Information Form', 'Adjective Based Personality Test' and 'Maslach Burnout Scale' were used. The research involved both quantitative and qualitative dimensions. The data were analyzed by quantitative t-test, multiple regression analysis and Pearson's correlation coefficient. Data for the qualitative dimension of the research were obtained from semi-structured interviews conducted with 5 music teachers. Negative, significant relationships were determined between extroversion, conscientiousness, agreeableness, openness and general burnout, while a positive, significant relationship was determined between neuroticism and general burnout. The burnout variable was found to have a statistically significant effect on the openness, neuroticism and conscientiousness dimensions of the personality types. The effects of conscientiousness and openness dimensions were not, however, found to be significant. The music teachers who had characteristics of extroversion and conscientiousness were found to have higher levels of burnout if they have the characteristics of neuroticism that reduce their exhaustion. The findings of the research show that the effect of personality types on burnout is important.