Güzel Sanatlar ve Spor Liselerinde görev yapan piyano öğretmenlerinin profilleri üzerine bir araştırma
Küçük Resim Yok
Tarih
2011
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmada, Güzel Sanatlar ve Spor Liselerinde (GSSL) görev yapan piyano öğretmenlerinin kişisel ve mesleki profillerini tespit etmek ve bu tespitler doğrultusunda mevcut duruma yönelik öneriler sunmak amaçlanmıştır. Belirlenen amaç doğrultusunda ilgili veriler kaynak taraması yapılarak ve örneklem grubuna “Profil Belirleme Anketi” uygulanarak elde edilmiştir. Araştırmanın örneklem grubunu Türkiye’nin farklı coğrafi bölgelerinde bulunan ve random yöntemiyle seçilen Adıyaman, Bolu, Çanakkale Hüseyin Akif Terzioğlu, Erzurum, Kayseri Feyziye Memduh Güpgüpoğlu, Kırıkkale, Kütahya Ahmet Yakupoğlu, Malatya Abdulkadir Eriş, Mersin Nevit Kodallı, Niğde, Samsun İlkadım, Sivas Muzaffer Sarısözen ve Şanlıurfa GSSL’nde görev yapan 70 piyano öğretmeni oluşturmaktadır. Araştırmada GSSL’nde görev yapan piyano öğretmenlerinin farklı üniversitelerden mezun oldukları, büyük çoğunluğunun eğitim fakültesi çıkışlı ve lisans öğrenim durumuna sahip oldukları, mesleki kıdemlerinin daha çok 7-10 yıl arasında, GSSL’deki görev sürelerinin ise çoğunlukla 2-6 yıl arasında olduğu, daha çok bayan olduğu, yaşlarının 31-35 arasında değiştiği, alan çalgılarının ve bireysel çalgılarının çoğunlukla piyano olduğu, çoğunlukla kadrolu öğretmen oldukları, görev yapan piyano öğretmeni sayısının liselere göre farklılık gösterdiği, GSSL’ne öğretmen seçme mülakat sınavı alanlarının çoğunlukla piyano olduğu, büyük çoğunluğunun öncelikle piyano dersini yürüttükleri, alan çalgılarının çoğunlukla piyano olduğu ve alan çalgısı piyano olan öğretmenlerin GSSL’nde çoğunlukla kadrolu olarak görev yaptıkları, bireysel çalgılarının çoğunlukla piyano olduğu ve bireysel çalgısı piyano olan öğretmenlerin GSSL’nde çoğunlukla kadrolu olarak görev yaptıkları, alan çalgıları piyano olan öğretmenlerin GSSL’ne öğretmen seçme mülakat sınavı alanlarının da çoğunlukla piyano olduğu, bireysel çalgıları çoğunlukla keman olan öğretmenlerin GSSL giriş sınavı alanlarının çoğunlukla piyano olduğu, alan çalgıları piyano olan öğretmenlerin öncelikle yürüttüğü çalgı dersinin çoğunlukla piyano olduğu, bireysel çalgıları çoğunlukla keman olan öğretmenlerin öncelikle yürüttüğü çalgı dersinin piyano olduğu, kadrolu piyano öğretmeni sayıları ile öğretmenlerin göreve gelme biçimlerinin her bir GSSL’ne göre farklılık gösterdiği sonuçlarına ulaşılmıştır.
According to Uçan (1998), the musical communication provided by piano between music teacher and students highly affects the formation of desired behavior and behavioral changes for the individual (MEB, 2006;5). Because piano is an instrument that enables pleasure education for students via tone limit width, can be used easily in polyphonic audio education without any intonation disrupt or difficulty because portes are stable, and it is a very important assistant to the music teacher in classroom music teaching because it is an harmonically accompany instrument. So, piano can be defined as the most suitable instrument to education with these features. According to Fink; “conveniently developing the technical skills from the very beginning of piano education is seen as an approach to enable students play the piano sensitively and effectively” (Ekinci, 2004;185). So, it is very important to provide students with conscious, continuous and carefully applied basic behaviors (Ercan, 2008;8). In this education process, students should be taught the instrument techniques, how the student should practice individually should be mentioned; the student should be given correct and effective music listening habits (Özmenteş, 2005;97). Today, the main sources from which the students of music teaching departments the aim of which is raising music teachers are Fine Arts and Sports High Schools. The music fields of these high schools have an important pre-university music teaching role because they introduce the students with music culture, teach basic music theories, they give the student basic instrument information and skills for four years. So, it can be said the music education given in GSSL lays the foundation for music teaching university education (Bulut, 2005;402). In these high schools, the basic dimension for music education is piano education and piano education is the basis for music education. This education includes stage by stage; technique and practice etudes, samples of Turkish and international composers’ Works, education music samples, piano literature and teaching and learning methodology in school music education (MEB, 2006;7). The piano teachers in GSSL are supposed to give the students the piano information, skills and behaviors required in the mentioned content. For this, they, themselves should have the required information skills and behaviors. This is directly related to the profiles of GSSL piano teachers. Because piano teachers in these schools are one of the basic elements of Professional music education and they are responsible for the pre-defined behavioral changes in accordance with the aims of piano teaching. So he/she needs to have certain qualifications to be able to deal with this responsibility. In this view, the profiles of piano teachers in GSSL include basic information reflecting their individual and Professional status.This research aims at the investigation of the graduated universities, education levels, Professional levels, duration of job in GSSL, sex and ages, field instruments in university educations, the process of starting the profession, individual instruments, GSSL job interview fields and the instrument lessons of GSSL music teachers and investigating the relationship between the Professional profiles of these teachers and “field instrument-starting the profession process”, “individual instrument- starting to profession process”, “field instrument- GSSL job interview exam field”, “individual instrument-exam field” “field instrumentpreliminary instrument lesson”, “individual instrument-preliminary instrument lesson”, “Professional level- job duration in GSSL”, “GSSL being worked within- starting the profession process” variables and in accordance with the findings, producing suggestions to the present situations. The research is designed in scanning model. Literature scanning is performed to lay the theoretical basis for the topic and define the problem situation and thus, sources investigating the topic from different aspects are reached. Besides, “Profile Determination Questionnaire” is applied to the piano teachers in GSSL. The questionnaire is developed by the researcher and includes basic information about personal information and Professional experiences of piano teachers in GSSL. That the questionnaire is valid and reliable is determined by consulting experts about the content. The space of research is composed of piano teachers in GSSLs in Turkey and the sample is composed of randomly chosen piano teachers from different regions as Adıyaman, Aydın Yüksel Yalova, Bolu, Çanakkale Hüseyin Akif Terzioğlu, Erzurum, Kayseri Fevziye-Memduh Güpgüpoğlu, Kırıkkale, Kütahya, Malatya Abdülkadir Eriş, Mersin Nevit Kodallı, Niğde, Samsun İlkadımlar, Sivas Muzaffer Sarısözen and Şanlıurfa GSSL piano teachers. After having necessary permissions, the questionnaire was sent to all related institutions to apply to the teachers in sample group via mail. But, because the Questionnaire wasn’t applied to the Aydın Yüksel Yalova GSSL piano teachers in the given time, no feedback was obtained from this school and it was removed from the sample group. In accordance with the aims of the research, obtained data was analyzed via statistical processing. For statistical analysis, SPSS (The Statistical Packet for The Social Sciences) program is used. By using the mentioned packed program, individual and Professional profiles of GSSL piano teachers are determined. For this, frequency (f) and percent (%) estimations are performed. And crosstab analysis is used to the relationship between Professional profiles of teachers and the variables of “individual instrument- starting to profession process”, “field instrument- GSSL job interview exam field”, “individual instrument-exam field” “field instrument- preliminary instrument lesson”, “individual instrument-preliminary instrument lesson”, “Professional level- job duration in GSSL”, “GSSL being worked within- starting the profession process” The research findings showed that the GSSL piano teachers are; • Mostly graduated from Inönü Universty, faculty of education and graduate level, • Their Professional levels are mostly 7-10 years and work durations in GSSL are mostly 2-6 years, • Mostly ladies, • Aged between 31-35, • Their field and individual instruments is mostly piano, • They are mostly staffed teachers, • Piano teachers in Kayseri Feyziye Memduh Güpgüpoğlu GSSL outnumber the other high schools, • Their GSSL interview exam fields are mostly piano, • Most of the teachers teach piano as preliminary lesson, • Their field instruments are mostly piano and teachers whose field instruments are piano mostly work staffed in GSSLs, • Their individual instruments are mostly piano and teachers whose individual instruments are piano mostly work staffed in GSSLs, • Teachers whose field instruments are piano mostly have the exam of GSSL entrance on piano, • Teachers whose individual instruments are piano mostly have the exam of GSSL entrance on piano, • The preliminary lessons of piano teachers whose field instruments are piano are piano lessons, • The preliminary lessons of piano teachers whose individual instruments are piano are piano lessons, • They work as staffed teachers mostly in Malatya Abdulkadir Eriş GSSL and every GSSL have differences in the number of piano teachers and their processes of starting professions.
According to Uçan (1998), the musical communication provided by piano between music teacher and students highly affects the formation of desired behavior and behavioral changes for the individual (MEB, 2006;5). Because piano is an instrument that enables pleasure education for students via tone limit width, can be used easily in polyphonic audio education without any intonation disrupt or difficulty because portes are stable, and it is a very important assistant to the music teacher in classroom music teaching because it is an harmonically accompany instrument. So, piano can be defined as the most suitable instrument to education with these features. According to Fink; “conveniently developing the technical skills from the very beginning of piano education is seen as an approach to enable students play the piano sensitively and effectively” (Ekinci, 2004;185). So, it is very important to provide students with conscious, continuous and carefully applied basic behaviors (Ercan, 2008;8). In this education process, students should be taught the instrument techniques, how the student should practice individually should be mentioned; the student should be given correct and effective music listening habits (Özmenteş, 2005;97). Today, the main sources from which the students of music teaching departments the aim of which is raising music teachers are Fine Arts and Sports High Schools. The music fields of these high schools have an important pre-university music teaching role because they introduce the students with music culture, teach basic music theories, they give the student basic instrument information and skills for four years. So, it can be said the music education given in GSSL lays the foundation for music teaching university education (Bulut, 2005;402). In these high schools, the basic dimension for music education is piano education and piano education is the basis for music education. This education includes stage by stage; technique and practice etudes, samples of Turkish and international composers’ Works, education music samples, piano literature and teaching and learning methodology in school music education (MEB, 2006;7). The piano teachers in GSSL are supposed to give the students the piano information, skills and behaviors required in the mentioned content. For this, they, themselves should have the required information skills and behaviors. This is directly related to the profiles of GSSL piano teachers. Because piano teachers in these schools are one of the basic elements of Professional music education and they are responsible for the pre-defined behavioral changes in accordance with the aims of piano teaching. So he/she needs to have certain qualifications to be able to deal with this responsibility. In this view, the profiles of piano teachers in GSSL include basic information reflecting their individual and Professional status.This research aims at the investigation of the graduated universities, education levels, Professional levels, duration of job in GSSL, sex and ages, field instruments in university educations, the process of starting the profession, individual instruments, GSSL job interview fields and the instrument lessons of GSSL music teachers and investigating the relationship between the Professional profiles of these teachers and “field instrument-starting the profession process”, “individual instrument- starting to profession process”, “field instrument- GSSL job interview exam field”, “individual instrument-exam field” “field instrumentpreliminary instrument lesson”, “individual instrument-preliminary instrument lesson”, “Professional level- job duration in GSSL”, “GSSL being worked within- starting the profession process” variables and in accordance with the findings, producing suggestions to the present situations. The research is designed in scanning model. Literature scanning is performed to lay the theoretical basis for the topic and define the problem situation and thus, sources investigating the topic from different aspects are reached. Besides, “Profile Determination Questionnaire” is applied to the piano teachers in GSSL. The questionnaire is developed by the researcher and includes basic information about personal information and Professional experiences of piano teachers in GSSL. That the questionnaire is valid and reliable is determined by consulting experts about the content. The space of research is composed of piano teachers in GSSLs in Turkey and the sample is composed of randomly chosen piano teachers from different regions as Adıyaman, Aydın Yüksel Yalova, Bolu, Çanakkale Hüseyin Akif Terzioğlu, Erzurum, Kayseri Fevziye-Memduh Güpgüpoğlu, Kırıkkale, Kütahya, Malatya Abdülkadir Eriş, Mersin Nevit Kodallı, Niğde, Samsun İlkadımlar, Sivas Muzaffer Sarısözen and Şanlıurfa GSSL piano teachers. After having necessary permissions, the questionnaire was sent to all related institutions to apply to the teachers in sample group via mail. But, because the Questionnaire wasn’t applied to the Aydın Yüksel Yalova GSSL piano teachers in the given time, no feedback was obtained from this school and it was removed from the sample group. In accordance with the aims of the research, obtained data was analyzed via statistical processing. For statistical analysis, SPSS (The Statistical Packet for The Social Sciences) program is used. By using the mentioned packed program, individual and Professional profiles of GSSL piano teachers are determined. For this, frequency (f) and percent (%) estimations are performed. And crosstab analysis is used to the relationship between Professional profiles of teachers and the variables of “individual instrument- starting to profession process”, “field instrument- GSSL job interview exam field”, “individual instrument-exam field” “field instrument- preliminary instrument lesson”, “individual instrument-preliminary instrument lesson”, “Professional level- job duration in GSSL”, “GSSL being worked within- starting the profession process” The research findings showed that the GSSL piano teachers are; • Mostly graduated from Inönü Universty, faculty of education and graduate level, • Their Professional levels are mostly 7-10 years and work durations in GSSL are mostly 2-6 years, • Mostly ladies, • Aged between 31-35, • Their field and individual instruments is mostly piano, • They are mostly staffed teachers, • Piano teachers in Kayseri Feyziye Memduh Güpgüpoğlu GSSL outnumber the other high schools, • Their GSSL interview exam fields are mostly piano, • Most of the teachers teach piano as preliminary lesson, • Their field instruments are mostly piano and teachers whose field instruments are piano mostly work staffed in GSSLs, • Their individual instruments are mostly piano and teachers whose individual instruments are piano mostly work staffed in GSSLs, • Teachers whose field instruments are piano mostly have the exam of GSSL entrance on piano, • Teachers whose individual instruments are piano mostly have the exam of GSSL entrance on piano, • The preliminary lessons of piano teachers whose field instruments are piano are piano lessons, • The preliminary lessons of piano teachers whose individual instruments are piano are piano lessons, • They work as staffed teachers mostly in Malatya Abdulkadir Eriş GSSL and every GSSL have differences in the number of piano teachers and their processes of starting professions.
Açıklama
Anahtar Kelimeler
Sosyal Bilimler, Disiplinler Arası
Kaynak
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
0
Sayı
26
