QUESTIONNAIRE FORM FOR THE COMPARATIVE EVALUATION OF MUSIC TEACHER PREPARATION PROCESSES IN TURKEY AND THE UNITED STATES OF AMERICA

Dear Participant,

QUESTIONNAIRE INSTRUCTIONS

This questionnaire has been prepared for the purpose of comparatively evaluating the music teacher preparation processes in Turkey and the United States of America. The research examines student admission conditions, curriculum structure, learning-teaching processes, teaching practicum, assessment and evaluation, accreditation/quality assurance, and transition to the profession processes. Please evaluate each item according to your own professional experience, academic expertise, and observations.

Rating Scale

The data obtained from the questionnaire will only be used for scientific purposes; personal information will be kept confidential.

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A. PERSONAL AND PROFESSIONAL INFORMATION

B. STUDENT ADMISSION PROCESSES

1 = Strongly Disagree 2 = Disagree 3 = Partially Agree 4 = Agree 5 = Strongly Agree
1. In the admission of students to music teacher preparation programs, aural skills are evaluated musically at a sufficient level.
2. During the student admission process, instrument or vocal performance is measured at a sufficient level.
3. During the student admission process, the candidate's aptitude for the teaching profession is taken into consideration.
4. During the student admission process, a balanced evaluation is made between academic success and musical aptitude.
5. Multi-dimensional evaluation tools such as portfolios, interviews, and references can be useful in the student admission process.

C. CURRICULUM STRUCTURE

1 = Strongly Disagree 2 = Disagree 3 = Partially Agree 4 = Agree 5 = Strongly Agree
6. Subject area education courses have sufficient weight in music teacher preparation programs.
7. Teaching professional knowledge courses are sufficient for the professional development of music teacher candidates.
8. General culture courses contribute to the teaching quality of music teacher candidates.
9. Music theory, ear training, and music history courses are included in the program in a balanced way.
10. Instrument training and vocal training courses are structured in accordance with the requirements of the music teaching profession.
11. Choir, orchestra, ensemble conducting, and school music applications are included in the program at a sufficient level.
12. Accompaniment, accompanying school songs, and in-class music applications are given sufficient place in the programs.
13. Music technologies and digital music applications are included in the programs at a sufficient level.
14. The program structure is suitable for raising the teacher candidate as both a musician and an educator.

D. LEARNING-TEACHING AND PRACTICUM PROCESSES

1 = Strongly Disagree 2 = Disagree 3 = Partially Agree 4 = Agree 5 = Strongly Agree
15. Music teacher candidates gain sufficient applied teaching experience during their learning process.
16. Micro-teaching practices improve the in-class teaching skills of teacher candidates.
17. In the programs, importance is given to in-class teaching skills as well as individual performance.
18. Candidates gain music teaching experience tailored for different age groups and different school types.
19. The classroom management skills of music teacher candidates are sufficiently developed during the program process.
20. Teaching practicum courses are sufficient in preparing music teacher candidates for the profession.
21. The duration of the teaching practicum is sufficient for the development of music teaching skills.
22. The collaboration between the university, practicum school, and mentor teacher is sufficient.
23. During the teaching practicum process, the performance of the candidates is evaluated with systematic criteria.

E. ASSESSMENT AND EVALUATION PROCESSES

1 = Strongly Disagree 2 = Disagree 3 = Partially Agree 4 = Agree 5 = Strongly Agree
24. The performance skills of music teacher candidates are evaluated using valid assessment tools.
25. The theoretical music knowledge of music teacher candidates is evaluated at a sufficient level.
26. Teaching skills are taken into consideration sufficiently in the assessment and evaluation process.
27. The use of rubrics in performance evaluations is necessary.
28. Portfolios, observation forms, and practicum reports should be used in the evaluation of music teacher candidates.
29. Assessment and evaluation processes are sufficient in revealing the true professional competencies of music teacher candidates.

F. ACCREDITATION, STANDARDS, AND QUALITY ASSURANCE

1 = Strongly Disagree 2 = Disagree 3 = Partially Agree 4 = Agree 5 = Strongly Agree
30. Music teacher preparation programs are in compliance with national teacher competencies.
31. Program outcomes should be monitored and updated regularly.
32. Subjecting programs to accreditation processes increases the quality of music teacher preparation.
33. The views of external stakeholders should be taken into consideration in teacher preparation programs.
34. Quality assurance processes should be strengthened in music teacher preparation programs in Turkey.

G. TRANSITION TO PROFESSION, APPOINTMENT, AND CERTIFICATION PROCESSES

1 = Strongly Disagree 2 = Disagree 3 = Partially Agree 4 = Agree 5 = Strongly Agree
35. The post-graduation transition to teaching process is effective in determining teacher quality.
36. The teacher appointment process in Turkey evaluates music teacher competencies in a holistic manner.
37. The teacher certification/licensure process in the USA evaluates music teacher competencies in a holistic manner.
38. In the transition to teaching, not only centralized exams but also practical performance should be taken into consideration.
39. Candidacy, mentoring, and professional induction programs are necessary for the professional development of music teachers.
40. The music teacher preparation process should be integrated with post-graduation professional development.

H. OPEN-ENDED QUESTIONS

Please answer every rating item (1–5).