The Effect Of Undergraduate Program On Music Teachers’ And Prospective Music Teachers’ Self-Efficiency

The aim of this study is to examine the effect of music teaching undergraduate curricula that came into force in 2006 and 2018 on the self-efficacy levels of teachers and prospective teachers towards music teaching. The music teaching undergraduate curriculum of faculties of education was revised at different times for various reasons, and some changes were made in the content of the curriculum. It is thought that these changes were made within the framework of the National Education Development Project to comply with the requirements of contemporary education, but each new regulation may contain new deficiencies or problems in itself.

The research was conducted using the survey model, which is one of the quantitative data collection designs. The study group's research consisted of 174 music teachers who graduated from Marmara University, Gazi University, Trabzon University, and Van Yüzüncü Yıl University's Department of Fine Arts Education, Department of Music Education, and 131 fourth-grade pre-service teachers who were selected from four different regions of Turkey. "Self-Efficacy Scale for Music Teaching" and "Personal Information Form" created by the researcher were used as data collection tools.

At the end of the research, 2006 music teachers who graduated from the 2006 curriculum had higher mean scores of self-efficacy towards music teaching than the teachers who graduated from the 2018 curriculum and the fourth-grade pre-service teachers who are still studying.

The self-efficacy perceptions of music teachers and prospective music teachers towards music teaching can be studied in more detail with different study methods. For music teachers who are expected to work in institutions affiliated with the Ministry of National Education to have the knowledge, skills, and equipment to accompany songs at an intermediate level, the duration and number of semesters of piano, musical hearing, reading and writing, harmony, and accompaniment courses can be increased.

Keywords

Undergraduate curriculum, music education, self-efficacy.