Abstract
The aim of this study was to analyze music courses applied within the scope of compulsory courses in the primary school teacher training model in Turkey. Being qualitative in nature, the current study utilized document analysis method. Towards the stated aim, four approaches were discussed. The first one is related to the titles of the music courses stipulated in the primary school teachers training process and the credits/hours allocated for the music courses during the university schooling period in Turkey since 1974. The second one covers the preparation and general quality of the music course standards applied up to now. The third one is related to music course standards and appearance of these standards in the current teaching program, and the last one is related to the analysis of “music and “music teaching curriculum framework” in terms of the expected behavior stated in the music teaching programs. In program analysis, three approaches were applied: Designed program analysis, conducted program analysis, and actualized program analysis.
Highlights
Primary school teacher training programs in Turkey offer compulsory music courses in two semesters
Has present the findings obtained from the program analysis and has be gathered under general quality and preparation of music curriculum, credit/hours allocated to music courses in primary school teacher training programs, appearance of music course standards in the curricula between 1998 and 2006, and music course contents in terms of expected behaviors defined in the primary school teacher training programs
The music education applied in all primary school teacher training models is based on general music education or in the professional music education, which is within the general music education
Summary
Primary school teacher training programs in Turkey offer compulsory music courses in two semesters. These courses aims for teacher candidates to gain positive attitudes towards the importance of music in life, to understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations, to demonstrate holistic approach during conducting, teaching and learning of music lessons in elementary schools and to overcome the obstacles faced during the teaching of music lessons. Among the primary responsibilities of music educators is to determine effective strategies to encourage student to ensure that learning is taking place and the musical goals are attained. Primary education in Turkey consists of the grades 1 through 8 that cover the ages 6-14. In line with the directives of the Ministry of National Education, music courses are provided by primary school teachers at the primary school level while it was instructed by music teachers at the middle school level (MEB 2006, 2008)
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