OPINIONS OF MUSIC TEACHERS WORKING IN SECONDARY SCHOOLS REGARDING DISTANCE EDUCATION DURING THE PANDEMIC PROCESS

Abstract

In the research, it was aimed to reveal the current situation by determining the experiences and opinions of music teachers working in secondary schools regarding the distance music education process during the Covid-19 pandemic. The research was designed in case study design using qualitative research approach. The study group of the research consists of 18 volunteer participants who are working as music teachers in formal and formal secondary schools affiliated to the Ministry of National Education in Malatya province of Turkey and who are doing remote synchronous lessons during the pandemic process. The data of the study were obtained through a semi-structured interview form created by taking expert opinion. The data obtained were analysed by content analysis technique; the themes, sub-themes and codes were visualised and presented in tables. As a result of the research, it was determined that the most preferred tools of music teachers in the distance education process during the pandemic period were smartphones and laptops, the programs they commonly used were Zoom and WhatsApp, they did not receive any training in the distance education process and they had no previous experience in this regard. It was revealed that the teachers performed activities and song teaching for the outcome in the distance education process, used demonstration and question and answer techniques more as teaching techniques, preferred individual instrument instruments and workbooks as course materials, and evaluated students' attendance and absenteeism as measurement and evaluation methods. The problems experienced in teaching the learning outcomes related to the listening-singing and musical creativity learning areas in the music curriculum to students were the most common points emphasised by the teachers. Teachers consider the fact that distance education offers a wealth of materials and provides the opportunity to teach lessons independently from time and place among the positive aspects of distance education. The fact that distance education reduces social interaction is among the results that teachers agree on. In addition to these, technological infrastructure problems, internet connection problems, synchronisation problems, student indifference and parent insensitivity are among the problems that teachers draw particular attention to.