Evaluation Of Educational Beliefs of Music Teacher Candidates According to Different Variables on The Basis of Educational Philosophy

Abstract

The aim of this study is to determine the demographic and socio-cultural factors that affect the education beliefs of music teacher candidates, and to evaluate them on the basis of their educational philosophies. The participants were composed of 90 music teacher candidates at Music Education Departments of Atatürk University, Bolu Abant İzzet Baysal University, Burdur Mehmet Âkif Ersoy University, Çanakkale Onsekiz Mart University, Dokuz Eylül University, Gazi University and Trakya University in 2020-2021 academic years. The data were collected via "Educational Beliefs Scale" developed by Yılmaz, Altınkurt and Çokluk (2011) and using a questionnaire and personal information form prepared by the researcher. The research design adopted was descriptive survey model, a quantitative method. The data were analyzed using the SPSS 25.0 program. Descriptive statistical methods (percentage, mean, standard deviation) were used in the analysis of the data. As a result of the research, it was revealed that the education belief most adopted by the music teacher candidates is Progressivism, and the least adopted educational belief is Essentialism. At the same time, it was revealed that there was a significant relationship between the variables of education level of parents and participation in scientific activities and educational philosophies of music teacher candidates. However, no significant difference was found in terms of gender, age, type of high school graduated, grade level and number of books read in a year.