INVESTIGATING MIDDLE-SCHOOL MUSIC TEACHERS’ VIEWS ON MUSIC TEACHING AND ASSESSMENT PRACTICES

In this study, it is aimed to investigate middle school music teachers’ views on their classroom teaching-learning practices and assessment processes. Case study method was utilized in the study which is one of the research methods within the qualitative research approach. The study was carried out...

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Autores principales:	Zühal Dinç ALTUN, Ahmet GÜLAY
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	music education, teaching learning process, assessment, qualitative study Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/e8cf07074f434a978210c6db4de0ac39
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spelling	oai:doaj.org-article:e8cf07074f434a978210c6db4de0ac392021-11-24T09:20:46ZINVESTIGATING MIDDLE-SCHOOL MUSIC TEACHERS’ VIEWS ON MUSIC TEACHING AND ASSESSMENT PRACTICES2148-416310.9761/JASSS7039https://doaj.org/article/e8cf07074f434a978210c6db4de0ac392019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=879863961_8-Yrd.%20Do%C3%A7.%20Dr.%20Z%C3%BChal%20Din%C3%A7%20Altun.pdf&key=28295https://doaj.org/toc/2148-4163In this study, it is aimed to investigate middle school music teachers’ views on their classroom teaching-learning practices and assessment processes. Case study method was utilized in the study which is one of the research methods within the qualitative research approach. The study was carried out with voluntary 12 music teachers who work in middle-schools of five different cities in the 2015-2016 academic year. Data were collected through semi-structured interviews. Obtained data was analyzed by employing basic level content analysis techniques. During data analysis process first thematic structures were created and then similar and different views of participants were categorized under previously created themes and finally, data were presented in tables where appropriate. Findings show that music teachers mostly teach theoretical topics and do some rhythm activities during classes. It is determined that music teachers mostly pay attention to students’ participation in activities in order to assess their progress and achievement. According to teachers, the musical achievement should not be evaluated with giving marks. In addition music teachers think that weekly allocated time for music lessons is very limited and music education should be given by specialist music teachers beginning from the early years. At the end of the study, some recommendations were made for improving the quality of music education in middle-schools.Zühal Dinç ALTUNAhmet GÜLAYFırat Universityarticlemusic education, teachinglearning process, assessment, qualitative studySocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 10, Iss 57, Pp 143-162 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	music education, teaching learning process, assessment, qualitative study Social Sciences H Social sciences (General) H1-99
spellingShingle	music education, teaching learning process, assessment, qualitative study Social Sciences H Social sciences (General) H1-99 Zühal Dinç ALTUN Ahmet GÜLAY INVESTIGATING MIDDLE-SCHOOL MUSIC TEACHERS’ VIEWS ON MUSIC TEACHING AND ASSESSMENT PRACTICES
description	In this study, it is aimed to investigate middle school music teachers’ views on their classroom teaching-learning practices and assessment processes. Case study method was utilized in the study which is one of the research methods within the qualitative research approach. The study was carried out with voluntary 12 music teachers who work in middle-schools of five different cities in the 2015-2016 academic year. Data were collected through semi-structured interviews. Obtained data was analyzed by employing basic level content analysis techniques. During data analysis process first thematic structures were created and then similar and different views of participants were categorized under previously created themes and finally, data were presented in tables where appropriate. Findings show that music teachers mostly teach theoretical topics and do some rhythm activities during classes. It is determined that music teachers mostly pay attention to students’ participation in activities in order to assess their progress and achievement. According to teachers, the musical achievement should not be evaluated with giving marks. In addition music teachers think that weekly allocated time for music lessons is very limited and music education should be given by specialist music teachers beginning from the early years. At the end of the study, some recommendations were made for improving the quality of music education in middle-schools.
format	article
author	Zühal Dinç ALTUN Ahmet GÜLAY
author_facet	Zühal Dinç ALTUN Ahmet GÜLAY
author_sort	Zühal Dinç ALTUN
title	INVESTIGATING MIDDLE-SCHOOL MUSIC TEACHERS’ VIEWS ON MUSIC TEACHING AND ASSESSMENT PRACTICES
title_short	INVESTIGATING MIDDLE-SCHOOL MUSIC TEACHERS’ VIEWS ON MUSIC TEACHING AND ASSESSMENT PRACTICES
title_full	INVESTIGATING MIDDLE-SCHOOL MUSIC TEACHERS’ VIEWS ON MUSIC TEACHING AND ASSESSMENT PRACTICES
title_fullStr	INVESTIGATING MIDDLE-SCHOOL MUSIC TEACHERS’ VIEWS ON MUSIC TEACHING AND ASSESSMENT PRACTICES
title_full_unstemmed	INVESTIGATING MIDDLE-SCHOOL MUSIC TEACHERS’ VIEWS ON MUSIC TEACHING AND ASSESSMENT PRACTICES
title_sort	investigating middle-school music teachers’ views on music teaching and assessment practices
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/e8cf07074f434a978210c6db4de0ac39
work_keys_str_mv	AT zuhaldincaltun investigatingmiddleschoolmusicteachersviewsonmusicteachingandassessmentpractices AT ahmetgulay investigatingmiddleschoolmusicteachersviewsonmusicteachingandassessmentpractices
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INVESTIGATING MIDDLE-SCHOOL MUSIC TEACHERS’ VIEWS ON MUSIC TEACHING AND ASSESSMENT PRACTICES

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