MÜZİK ÖĞRETMENİ ADAYLARININ BİREYSEL SES EĞİTİMİ DERSİNE YÖNELİK MOTİVASYON DÜZEYLERİNİN İNCELENMESİ

Abstract

In this study, it was aimed to examine “the motivation levels of the music teacher candidates towards The Individual Voice Training (IVT) course” and to contribute to the education in accordance with the findings. This study is in the form of a descriptive survey model. The study group of the study is 311 students studying in the first and the second year in Fatih Education Faculty in Trabzon University, Kazim Karabekir Education Faculty in Ataturk University, Education Faculty of Erzincan Binali Yildirim University, Omer Halisdemir University Education Faculty, Van Yuzuncu Yil University Education Faculty, Giresun University Education Faculty, Department Music Education in Inonu University Education Faculty of Fine Arts. “Individual Voice Training Course Motivation Scale” was used as the data collecting tool. For the Statistical analysis of the study, Whitney U test was used to determine the differences of candidates' motivation levels based on the variables of gender and class, and One Way Anova and Dunnett’s T3 multiple comparison tests were used to determine the differences according to variables of the university and weekly working hours. According to the data obtained, it was found out that the motivation levels of the music teacher candidates for the IVT course were moderate. The girls’ motivation levels were higher than the boys according to variables of gender and class. It was concluded that there were no differences based on the class variable. As a result of the study, it was found out that the highest motivation levels of music teacher candidates were among the students from Omer Halisdemir University and the lowest were among the students from Ataturk University, but no significant differences were found among the students of other universities. According to the weekly training period, the highest motivation level was in the groups which were allocated 2-4 hours in a week and more than 4 hours and more to the IVT course and the lowest motivation was found among the students who did not allocate any time to the IVT course.