AN INVESTIGATION ON THE EFFECTS OF PROBLEMSOLVING SKILLS OF MUSIC TEACHER CANDIDATES’ TO THE PROBLEMS ENCOUNTERED IN PIANO COURSES

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The aim of this study is to examine prospective music teachers’ self-perceptions of problem- solving skills (PSS) and how these perceptions affect their ability to solve problems encountered during piano courses. In addition, PSS perceptions of students were examined to see if they varied by gender and the type of high school from which they graduated, and whether there was a meaningful relationship with their success in the piano course. The study group comprised 35 prospective music teachers attending the first year of college. Quantitative data was collected using the “Problem Solving Inventory” developed by Heppner and Petersen (1982), while qualitative data consisted of recorded interviews conducted with 10 students. The data was analyzed using the t-test for independent groups, correlation analysis and content analysis. The study findings suggested that the prospective music teachers had a negative perception of their problem-solving skills. The interviews showed that students with negative PSS perceptions were more successful in solving the problems they encountered during piano courses. Students with positive perceptions, on the other hand, said they did not have confidence in their ability to solve problems during piano courses. There were no significant gender-related differences in the total scores or in the approach-avoidance and the personal control dimensions. In terms of problem solving confidence, there was a significant difference in favor of male students. Nevertheless, there was no significant relationship between PSS perception scores, the type of school from which the students graduated, and their success in piano courses. Interview results also supported this finding.

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Prospective music teacher , problem solving skills , piano course success

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi