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Abstract


THE RELATIONSHIP BETWEN CANDIDATE MUSIC TEACHERS’ SELF-DIRECTED LEARNING AND MOTIVATION LEVELS TO INSTRUMENT LESSONS

The aim of this study was to discover the relationship between the motivation levels and readiness of self-directed learning of pre-service music teachers during their vocational education process, in the instrument lessons. The data of the research was collected from a total of 246 music teacher candidates from two different universities. The research was conducted with relational scanning model, one of the general scanning models. In the study, the Turkish adopted (by Şahin, E. and Erden, M, 2009) version of Self-Directed Learning Readiness Scale/SDLRS that was developed by Fisher and Others (2001) and the Individual Instrument Training Motivation Scale that was developed by Çalışkan (2008) were used as data collection tools. In addition; a demographic form was prepared by the researchers for this study and it was also applied for the data collection process. The data of the study were analyzed by percentage and frequency, Pearson correlation analysis, variance analysis (ANOVA). According to the findings of the study, it was concluded that there were statistically significant correlations between the total scores obtained from the Individual Instrument Training Motivation Scale and the total scores of Self-Directed Learning Readiness Scale and the scores of all sub-dimensions of this scale (p<0.05). These correlations were moderate positive and it was found out that as the students’ scores of the Individual Instrument Training Motivation Scale increased; their scores from the general of the Self-Directed Learning Readiness Scale and the sub-dimensions of the scale (self-direction, learning willingness, and self-control) has also increased. The total scores of the first and fourth grade students obtained from self-directed learning readiness scale and the scores obtained from the self-direction, eagerness to learn and self-control sub-dimensions were higher than those of the second and third-grade students. According to students' daily instrument practicing time, achieving self-direction, eagerness to learn and self-control in the in the process of self-directed learning, is a situation that predicts their educational environments and vocational expectations. In the self-directed learning process, it is expected that the motivation to instrument course and eagerness to learn of the pre-service teachers will be at the desired level.



Keywords
Music teacher education, Instrument education, Motivation level, Self-directed learning.



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