Aslı YÜKSEL, Tuğçe AKYOL, Fatma Betül ŞENOL

OKUL ÖNCESİ ÖĞRETMEN ADAYLARININ MÜZİĞE İLİŞKİN ALGILARININ BELİRLENMESİ

Müzik, bireylerin hayatına anne karnındayken giren, hayat boyu vazgeçilmez ihtiyaçlardan biri olan, duygu ve düşüncelerimizin temsilcisi olan bir sanattır. Aynı zamanda müzik, çeşitli müziksel deneyimler yoluyla çocukların tüm gelişim alanlarını desteklemekte ve erken çocukluk döneminden itibaren eğitimde etkin bir şekilde kullanılmaktadır. Okul öncesi dönemdeki çocuklara müziğin tüm bu katkıları sağlaması için müzik etkinlerinin sistematik bir şekilde hazırlanması gerekmektedir. Okul öncesi dönemde sistematik bir şekilde hazırlanan müzik etkinlikleri kapsamında nefes açma ve şarkı söyleme, ses dinleme, üretme, ayırt etme, yaratıcı hareket ve dans, ritim ve müzikli öykü çalışmaları bulunmaktadır. Okul öncesi dönemde müzik etkinliklerinin etkili bir şekilde gerçekleştirilebilmesi için öğretmenlerin gerekli bilgi ve becerilere sahip olmaları gerekmektedir. Müzik etkinliklerini plânlayacak ve gerçekleştirecek olan öğretmenlerin müziğe yönelik algılarının belirlenmesi büyük önem taşımaktadır. Buradan hareketle bu çalışmanın amacı; okul öncesi öğretmen adaylarının müziğe ilişkin algılarını metaforlar aracılığıyla ortaya çıkarmaktır. Araştırmada nitel araştırma yöntemi kapsamında fenomenolojik yaklaşım kullanılmıştır. Araştırmanın çalışma grubunu, 2016-2017 eğitim-öğretim yılı güz döneminde Afyon Kocatepe Üniversitesi Eğitim Fakültesi Okul Öncesi Eğitimi Anabilim Dalı’nda müzik dersini almış olan 123 ikinci sınıf öğretmen adayı oluşturmaktadır. Araştırmada veri toplama aracı olarak sekiz açık uçlu sorudan oluşan bir form kullanılmıştır. Elde edilen verilerin analizinde içerik analizi kullanılmış olup veriler sayısal değerlerle ifade edilmiştir. Bu çalışma sonucunda öğretmen adaylarının müziğe, müzik etkinlikleri kapsamındaki çalışmalara, müzik etkinliklerinde öğretmenin ve çocuğun rolüne yönelik (n=959) farklı metafor ürettikleri sonucuna ulaşılmıştır. Ayrıca öğretmen adaylarının müzik derslerinde edindikleri bilgilerin ve uygulamalar sırasında kazandıkları deneyimlerin, ürettikleri metaforlar üzerinde etkili olduğu belirlenmiştir.

IDENTIFYING EARLY CHILDHOOD TEACHER CANDIDATES’ MUSIC PERCEPTIONS

Entering individuals from the time they are in their mothers’wombs, music is a representative art of our emotions and thoughts anda lifelong essential need. At the same time, music can support alldevelopmental domains of children through various musical experiences,and it is used in education efficiently since early childhood. Musicalactivities should be prepared in a systematic way so that preschoolersfully benefit from music. Within the scope of these such prepared musicalactivities in preschool, there are practices such as breathing and singing,audio listening, producing, distinguishing, creative movement and dance,rhythm and musical story experiences. Teachers should possess thenecessary knowledge and abilities to ensure the efficiency of musicalactivities in preschool. Thus, the determination of the teachers’perceptions towards music is of crucial importance, since they will planand apply these activities in classes. In this sense, the aim of the studyis to determine preschool teacher candidates’ perceptions towards musicthrough metaphors. The study was designed using the phenomenologicalresearch method which is one of the qualitative research methods. Thestudy sample included 123 second year preschool teacher candidatesstudying at Afyon Kocatepe University, Education Faculty, PreschoolEducation Department, during the 2016-2017 academic year, fall term.A form which consisted of eight open-ended questions, was used as adata collection instrument in the study. The data was analyzed usingcontent analysis, and it was represented with numerical values. Thestudy results show that the participant teacher candidates produced different metaphors regarding music, musical activities, the roles ofteachers and children in these activities (n=959). Additionally, it wasrevealed that the knowledge and experiences the participant teachercandidates had acquired during music courses had effects on theirmetaphors.

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