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    Examining the achievement goal orientation levels of Turkish pre-service music teachers
    (Sage Publications Ltd, 2018) Koksoy, Aylin Mentis; Uygun, Mehtap Aydiner
    Achievement goal orientation (AGO) might help music teacher candidates make their learning processes more effective by revealing how they are motivated towards the learning tasks. In this respect, the purpose of this study was to examine the levels of achievement goal orientation of pre-service music teachers according to eight variables. The participants of the study consisted of 1250 undergraduate students studying in the departments of music education during the academic year 2013-2014 in Turkey. The data were collected through an Information Form and the Achievement Goal Orientation Scale (AOS). The results of the study revealed that gender, grade level, students' achievement level and willingness had small effects on students' learning goal orientation. Practice time in music, students' evaluation of their own achievement levels among their peers, the extent to which students found themselves skilled in music and pursuing another profession had a medium effect on learning goal orientation. Informing students about the achievement goal orientation and the effects of these goals on the teaching and learning process may help students with their achievement goal orientations towards the desired direction.
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    Scale for determining learning approaches to piano lesson: development, validity and reliability
    (ELSEVIER SCIENCE BV, 2012) Uygun, Mehtap Aydiner; Ilhan, AC
    The purpose of this study is to develop a valid and reliable instrument for defining music education students' learning approaches to piano lessons based on their own responses. The sample of the study is composed of 348 students who are enrolled to the 1st, 2nd, 3rd and 4th year classes of music education at 6 different institutions during the 2011-2012 academic year in Turkey. The measurement tool developed in this study is based on the scale for learning approaches by Biggs, Kember and Leung (2001). This scale consists of two main dimensions: deep learning approach and surface learning approach and both include the sub-dimensions of strategy and motive. The statements in the scale were determined through student essays and the relevant literature. The hypothesis of each item measuring the related psychological structure is tested by conducting an exploratory factor analysis. The sub-dimensions of the 25-item scale are distributed as 5 deep motive, 9 deep strategy, 6 surface motive and 5 surface strategy items. The factor loadings of the sub-dimensions are 0.598-0.729 for deep motive, 0.533-0.761 for deep strategy, 0.611-0.774 for surface motive, and 0.612-0.779 for surface strategy. Reliability coefficients (Cronbach's alpha) for the sub-dimensions of the scale are 0.84 for deep motive, 0.91 for deep strategy, 0.90 for surface motive, and 0.84 for surface strategy. It could be concluded that the 25-item scale developed in this study is a reliable and has structural validity. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Ayse Cakir Ilhan
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    The Investigation of Music Teachers' Teaching Style Choice
    (PEGEM AKAD YAYINCILIK EGITIM DANISMANLIK HIZMETLERI TIC LTD STI, 2015) Demir, Burcu; Uygun, Mehtap Aydiner
    The purpose of this study is to determine the level of chosen teaching styles by music teachers. In the study; the level of preferred teaching styles by music teachers are compared according to some variables. These variables are; the gender, length of teaching service, students per class, the status of participating in in-service training. The study has taken place in the casual research group among the relational research types. The scope of the research includes the provinces of Aydin, Balikesir, Bitlis, Bursa, Erzurum, Kastamonu, Konya, Mardin, Mersin, Nigde, Rize and Sinop. The sample group of the study is comprised of 245 music teachers who serve in the above mentioned 12 provinces in the 2012-2013 academic years. As a result of the research, it has been determined that the majority of the music teachers, which makes % 33.50, prefer the styles of the facilitator-personal model-expert teaching models much more when compared to the other teaching style groups. The least preference group (% 12.70) chosen by the music teachers has also been determined as delegator-facilitator-expert teaching styles.