Kaynaştırma öğrencilerine uygulanan müzik eğitimine ilişkin müzik öğretmenlerinin görüşleri
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Date
2017
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Kırıkkale Üniversitesi
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info:eu-repo/semantics/openAccess
Abstract
Eğitim insanları ve toplumları yönlendirmede büyük bir role sahiptir. Özellikle günümüzde gelişen bilim ve teknoloji sayesinde bireyler kendilerini geliştirmek adına geniş olanaklardan faydalanmaktadır. Bireylerin hayatta karşılaştıkları sorunların üstesinden gelebilecek düzeye ulaşmaları ve yaşamlarını daha düzenli ve anlamlı hale getirmeleri elbette iyi bir eğitim sayesinde gerçekleşecektir. Toplumun bir üyesi olan her birey eşittir ve özeldir. Yetersizliği olmayan bireyler gibi özel eğitime ihtiyacı olan bireyler de toplumun bir üyesi olarak, sevgi, saygı, kabul görmek, yetenekleri doğrultusunda bir meslek sahibi olmak ve geçimlerini sağlamak isterler. Özel gereksinimli bireylerin bireysel gelişmeleri ve toplumda bütünleşmeleri iyi bir eğitim ile gerçekleşir. Eğitimdeki fırsat eşitliği ve toplumdaki bireylerin eşit haklara sahip olması özel gereksinimli bireylerin eğitim almalarına imkan sağlamıştır. Bu açıdan, özel gereksinimli öğrenciler normal gelişim gösteren öğrencilere göre daha farklı bir eğitime ihtiyaç duyabilirler. Özellikle kaynaştırma eğitimi alan öğrencilerin kaynaştırma eğitimi konusunda bilgili ve yeterli öğretmenlerle çalışması önemlidir. Bu sebeple araştırmada, kaynaştırma öğrencilerinin almış oldukları müzik eğitiminin müzik öğretmenlerinin görüşleri alınarak değerlendirilmesi amaçlanmıştır. Bu amaçla "Kaynaştırma öğrencilerine uygulanan müzik eğitimine ilişkin müzik öğretmenlerinin görüşleri nasıldır?'' problemine cevap aranmıştır. Probleme ilişkin dört alt problem belirlenmiştir. Yapılan bu araştırma nitel araştırma veri toplama ve çözümleme tekniklerinin kullanıldığı betimsel bir araştırmadır ve nitel araştırma desenlerinden durum çalışması deseni kullanılmıştır. Araştırmanın evrenini, 2016-2017 eğitim öğretim yılında Milli Eğitim Bakanlığı'na bağlı Ankara ili devlet ortaokullarında müzik öğretmenleri oluşturmaktadır. Araştırmanın örneklemini 2016-2017 eğitim öğretim yılında Milli Eğitim Bakanlığı' na bağlı Ankara ili Pursaklar ilçesinde altı devlet ortaokullarında görev yapan dokuz müzik öğretmeni oluşturmaktadır. Araştırmada verilerin toplanmasında nitel araştırma tekniklerinden görüşme formu yaklaşımı kullanılmıştır. Araştırmada müzik öğretmenleri ile yapılan görüşmeden elde edilen veriler içerik analizi tekniği ile çözümlenmiştir. Araştırmadan elde edilen bulgulara göre, öğretmenlerin lisans eğitimleri sırasında kaynaştırma eğitimine ilişkin ders almadıkları, öğretmenlerin kaynaştırma eğitimi konusunda bilgi eksikliklerinin olduğu, kaynaştırma öğrencisine müzik dersinde ayrıca zaman ayıramadıkları, öğretmenlerin pek çoğunun hazırlamaları zorunlu olmasına rağmen BEP hazırlamadıkları sonucuna ulaşılmıştır. Anahtar Kelimeler: Müzik, Müzik Eğitimi, Müzik Öğretmenleri, MEB (Mili Eğitim Bakanlığı), BEP (Bireyselleştirilmiş Eğitim Programı), Ortaokul, Özel Eğitim, Kaynaştırma, Kaynaştırma Eğitimi
Education has a major role in guiding individuals and societies. Especially in our day, owing to the advances in science and technology people benefit from vast amount of opportunities for the sake of developing themselves. Individuals' reaching the level of being able to overcome the challenges they encounter in their lives and making them more orderly and meaningful will materialize certainly through a decent education. Every person as a member of society is equal and special. Just like people without disabilities people requiring special education, too, as members of community, desire to be loved, respected, accepted, to have a profession in line with their talents and to provide for themselves. Personal development of individuals with special needs and their integration into society occur through good education. Equality of opportunity in education and that individuals in society enjoy equal rights have enabled people with special needs to receive education. From this standpoint, students with special needs, compared with typically developing students, may demand a different education. In particular, it is crucial that students receiving inclusive education work with teachers who are knowledgeable and proficient in the subject of inclusive education. For this reason in the research, assessment of music education that mainstreamed pupils have taken, considering the opinions received from music teachers is intended. To that end, answer(s) are sought to the problem of "How are the views of music teachers with regard to the music education applied to mainstreamed pupils?" Four sub problems related to the problem were determined. The research carried out was a descriptive study in which qualitative inquiry data collection and analysis techniques were utilized and among qualitative research designs the case study design was employed. The research population was composed of music teachers at public secondary schools in the Province of Ankara affiliated with the Ministry of National Education in 2016-2017 academic year. Nine music teachers who served at six state secondary schools in the Pursaklar district of Ankara province affiliated with the Ministry of National Education in 2016-2017 academic year, constituted the sample of the research. In collecting data throughout the study, among qualitative research techniques, interview form approach was used. The data obtained in the course of the research from the interviews conducted with the music teachers was analyzed by means of content analysis technique. The conclusion reached according to findings derived from the research is that; teachers did not take course(s) related to inclusive education during their undergraduate studies, lack the knowledge pertinent to inclusive education, could not allocate especial time for mainstreaming students, most of them do not prepare individualized education programs (IEP) even though they are obliged to prepare them. Key Words: Music, Music Education, Music Teachers, MEB (Ministry of Education), BEP (Individualized Training Program), Middle School, Special Education, Mainstreaming, Inclusive Education
Education has a major role in guiding individuals and societies. Especially in our day, owing to the advances in science and technology people benefit from vast amount of opportunities for the sake of developing themselves. Individuals' reaching the level of being able to overcome the challenges they encounter in their lives and making them more orderly and meaningful will materialize certainly through a decent education. Every person as a member of society is equal and special. Just like people without disabilities people requiring special education, too, as members of community, desire to be loved, respected, accepted, to have a profession in line with their talents and to provide for themselves. Personal development of individuals with special needs and their integration into society occur through good education. Equality of opportunity in education and that individuals in society enjoy equal rights have enabled people with special needs to receive education. From this standpoint, students with special needs, compared with typically developing students, may demand a different education. In particular, it is crucial that students receiving inclusive education work with teachers who are knowledgeable and proficient in the subject of inclusive education. For this reason in the research, assessment of music education that mainstreamed pupils have taken, considering the opinions received from music teachers is intended. To that end, answer(s) are sought to the problem of "How are the views of music teachers with regard to the music education applied to mainstreamed pupils?" Four sub problems related to the problem were determined. The research carried out was a descriptive study in which qualitative inquiry data collection and analysis techniques were utilized and among qualitative research designs the case study design was employed. The research population was composed of music teachers at public secondary schools in the Province of Ankara affiliated with the Ministry of National Education in 2016-2017 academic year. Nine music teachers who served at six state secondary schools in the Pursaklar district of Ankara province affiliated with the Ministry of National Education in 2016-2017 academic year, constituted the sample of the research. In collecting data throughout the study, among qualitative research techniques, interview form approach was used. The data obtained in the course of the research from the interviews conducted with the music teachers was analyzed by means of content analysis technique. The conclusion reached according to findings derived from the research is that; teachers did not take course(s) related to inclusive education during their undergraduate studies, lack the knowledge pertinent to inclusive education, could not allocate especial time for mainstreaming students, most of them do not prepare individualized education programs (IEP) even though they are obliged to prepare them. Key Words: Music, Music Education, Music Teachers, MEB (Ministry of Education), BEP (Individualized Training Program), Middle School, Special Education, Mainstreaming, Inclusive Education
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Keywords
Eğitim ve Öğretim, Education and Training ; Müzik, Music, Batılılaşma, Westernization ; Berkes, Niyazi, Berkes, Niyazi ; Değişim, Change ; Gökalp, Ziya, Gökalp, Ziya ; Kültürel değişim, Cultural change ; Sosyokültürel değişme, Socio-cultural change ; Sosyolojik analiz, Sociological analysis
