An Investigation of Pre-Service Music Teachers' Self-Regulatory Skills

Autor/in	Kaleli, Yavuz Selim
Titel	An Investigation of Pre-Service Music Teachers' Self-Regulatory Skills
Quelle	In: International Journal on Social and Education Sciences, 3 (2021) 3, S.548-562 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kaleli, Yavuz Selim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2688-7061
Schlagwörter	Music Teachers; Metacognition; Foreign Countries; Teaching Methods; Learning Processes; Preservice Teachers; Music Education; Gender Differences; Social Class; Musical Instruments; Teacher Education Programs; Academic Achievement; Student Attitudes; Measures (Individuals); Help Seeking; Comparative Analysis; Turkey + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Musikerziehung; Geschlechterkonflikt; Social classes; Soziale Klasse; Musikinstrument; Schulleistung; Schülerverhalten; Messdaten; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Türkei
Abstract	Self-regulatory skill is one of the important factors affecting academic orientation and performance of learners at all levels in learning-teaching processes. The aim of this study is to compare the self-regulatory skills of preservice teachers studying in music education departments based on the variables of gender, class, overall achievement and performance in individual instruments lessons. The study was conducted with 198 Pre-service Music Teachers studying at Necmettin Erbakan University and Gazi University. Data were collected by using Academic Self-regulatory Skills Scale. Research findings showed that preservice music teachers' self-regulatory skills differed based on the variables of year of study, achievement levels in individual instrument lessons and overall academic achievement. It was found that students with high academic achievement levels had effective self-regulatory skills. However, no significant difference was found between the self-regulatory skills of male and female preservice music teachers. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01