Türkiye ile Azerbaycan Cumhuriyetleri müzik eğitimi programlarının karşılaştırılması
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada Türkiye ve Azerbaycan'da müzik eğitimi veren kurumlarda uygulanmakta olan tüm kademelerdeki eğitim programlarının dersleri ve saatleri bakımından karşılaştırılarak incelenmesi ve ayrıca aralarındaki benzerlik ve farklılıkların ortaya konulması amaçlanmıştır. Bu çalışma, karşılaştırmalı eğitim araştırmasıdır. Buradan hareketle, nitel araştırmalardan biri olan bütüncül çoklu durum deseni ve ayrıntılı şekilde verilerin elde edilmesi için doküman analizi kullanılmıştır. Veri toplama aracı olarak nitel araştırmalarda genellikle kullanılan tekniklerden görüşme tekniği kullanılmıştır. Görüşme öncesinde katılımcılara yönelik sorular hazırlanırken bu alandaki birçok literatür taranmış, görüşme sonucunda hazırlanan tablolarda her iki ülkenin müzik eğitiminin benzer ve farklı yönleri karşılıklı olarak ortaya konulmuştur. Türkiye ve Azerbaycan'dan elde edilen veriler analiz edilerek karşılaştırılmıştır. Her iki ülkenin müzik eğitim programlarının aralarındaki benzerlik ve farklılıkları tespit ederek, uzman görüşleri ve güvenirlik analizi sağlandıktan sonra elde edilen verilere bulgular kısmında yer verilmiştir. Karşılaştırmada Türkiye müzik eğitimi sistemindeki ders programlarının ve saatlerinin oluşturulmasında MEB'e bağlı kurumlarda ve YÖK'e bağlı Eğitim Fakültelerinde belgelerle onaylanmış ortak müfredatın olduğu, Devlet Konservatuvarlarında ise YÖK tarafından ortak onaylanmış programın olmadığı görülmüştür. Azerbaycan'da ise tüm eğitim sistemlerindeki ders programları ve saatleri ortak olarak Eğitim ve Kültür Bakanlıkları tarafından onaylanmış bir şekilde mevcuttur. Öğretim üyelerinin görüşleri incelendiğinde Türkiye'de müzik eğitiminin okul öncesinden başlanıldığı ayrıca yarı ve tam zamanlı müzik okulların sayılarının ülkenin nüfusuna göre az olduğu ifade edilmiştir. Türkiye ve Azerbaycan'da müzik eğitimi verilen tüm kademelerin karşılıklı olarak araştırılması sonucunda her iki ülkenin eğitim sisteminde benzerliklerin olması ile beraber farklı özelliklerin de olduğu görülmüştür. Türkiye'deki yarı zamanlı müzik okulları bazı Devlet Konservatuarlarının altyapısı olarak faaliyet göstermektedir. Ancak ülkenin çoğu ilinde bu yarı zamanlı müzik okulları bulunmamaktadır. Azerbaycan'daki okullarda müzik derslerinin sayısı Türkiye'den daha fazla olduğu görülmektedir. Ayrıca Azerbaycan'da yarı zamanlı müzik okulları genel ortaokullardan ayrıdır. Eğitim programlarının karşılaştırılması sonucunda; Türkiye'de liselerde müzik ders saatlerinin Azerbaycan'daki liselere göre daha az olduğu görülmektedir. Türkiye'de Güzel Sanatlar Lise programından mezun olan öğrenciler yarı ve tam zamanlı müzik okullarında çalışma hakkına sahip değildir. Azerbaycan'da mesleki müzik yüksekokulların (lise) mezunları okul öncesi, yarı zamanlı ve tam zamanlı müzik okullarında müzik öğretmeni olarak çalışma hakkına sahiptir. Azerbaycan'da lisans müzik eğitimi veren tüm kurumlar Üniversite yapısındadır ve her biri kendi Rektörü tarafından yönetilmektedir. Türkiye'de lisans düzeyinde müzik eğitimi veren kurumlar üniversitelerin fakülte ve yükseköğretim okulları bünyesinde faaliyet göstermektedir. Bu nedenle Azerbaycan'da lisans müzik eğitimi veren kurumların maddi ve teknik altyapısı, fakülte, bölüm ve öğrenci sayısı Türkiye'ye göre fazladır. Anahtar Sözcükler: Müzik Ders Programları, Ders Programların Benzerliği, Ders Programların Farklılığı, Ders Saatlerin Farklılığı, Karşılaştırmalı Eğitim.
In this study, it is aimed to compare and examine the education programs at all levels, which are implemented in institutions providing music education in Turkey and Azerbaijan, in terms of courses and hours, and also to reveal the similarities and differences between them. This study is a comparative education research. Based on this, holistic multi-case design, which is one of the qualitative researches, and document analysis were used to obtain detailed data. Interview technique, one of the techniques generally used in qualitative research, was used as a data collection tool. While preparing questions for the participants before the interview, much literature in this field was scanned, similar and different aspects of music education in both countries were mutually revealed in the tables prepared as a result of the interview. Data obtained from Turkey and Azerbaijan were analyzed and compared. By identifying the similarities and differences between the music education programs of both countries, the data obtained after providing expert opinions and reliability analysis are included in the findings section. In the comparison, it has been seen that there is a joint curriculum approved by documents in the institutions affiliated with the Ministry of National Education and the Faculties of Education affiliated with the Council of Higher Education in the creation of course programs and hours in the Turkish music education system, while there is no program jointly approved by the Council of Higher Education in the State Conservatories. In Azerbaijan, course schedules and hours in all education systems are common and approved by the Ministry of Education and Culture. When the opinions of faculty members were examined, it was stated that music education in Turkey starts from pre-school and the number of part-time and full-time music schools is low compared to the population of the country. As a result of the mutual research of all levels of music education in Turkey and Azerbaijan, it has been seen that there are similarities in the education systems of both countries, but also different features. Part-time music schools in Turkey operate as the infrastructure of some State Conservatories. However, these part-time music schools do not exist in most provinces of the country. It is seen that the number of music lessons in schools in Azerbaijan is higher than in Turkey. Additionally, in Azerbaijan, part-time music schools are separate from general secondary schools. As a result of the comparison of educational programs, it is seen that music lesson hours in high schools in Turkey are less than in high schools in Azerbaijan. Students who graduate from the Fine Arts High School program in Turkey do not have the right to work part-time or full-time in music schools. In Azerbaijan, graduates of vocational music schools (high schools) have the right to work as music teachers in pre-school, part-time and full-time music schools. All institutions providing undergraduate music education in Azerbaijan are in the university structure and each is managed by its own Rector. Institutions that provide undergraduate music education in Turkey operate within the faculties and higher education schools of universities. For this reason, the financial and technical infrastructure, faculties, departments and number of students of institutions providing undergraduate music education in Azerbaijan are higher than in Turkey. Keywords: Music Curriculum, Similarity of Curriculum, Difference of Curriculum, Difference in Lesson Hours, Comparative Education.
In this study, it is aimed to compare and examine the education programs at all levels, which are implemented in institutions providing music education in Turkey and Azerbaijan, in terms of courses and hours, and also to reveal the similarities and differences between them. This study is a comparative education research. Based on this, holistic multi-case design, which is one of the qualitative researches, and document analysis were used to obtain detailed data. Interview technique, one of the techniques generally used in qualitative research, was used as a data collection tool. While preparing questions for the participants before the interview, much literature in this field was scanned, similar and different aspects of music education in both countries were mutually revealed in the tables prepared as a result of the interview. Data obtained from Turkey and Azerbaijan were analyzed and compared. By identifying the similarities and differences between the music education programs of both countries, the data obtained after providing expert opinions and reliability analysis are included in the findings section. In the comparison, it has been seen that there is a joint curriculum approved by documents in the institutions affiliated with the Ministry of National Education and the Faculties of Education affiliated with the Council of Higher Education in the creation of course programs and hours in the Turkish music education system, while there is no program jointly approved by the Council of Higher Education in the State Conservatories. In Azerbaijan, course schedules and hours in all education systems are common and approved by the Ministry of Education and Culture. When the opinions of faculty members were examined, it was stated that music education in Turkey starts from pre-school and the number of part-time and full-time music schools is low compared to the population of the country. As a result of the mutual research of all levels of music education in Turkey and Azerbaijan, it has been seen that there are similarities in the education systems of both countries, but also different features. Part-time music schools in Turkey operate as the infrastructure of some State Conservatories. However, these part-time music schools do not exist in most provinces of the country. It is seen that the number of music lessons in schools in Azerbaijan is higher than in Turkey. Additionally, in Azerbaijan, part-time music schools are separate from general secondary schools. As a result of the comparison of educational programs, it is seen that music lesson hours in high schools in Turkey are less than in high schools in Azerbaijan. Students who graduate from the Fine Arts High School program in Turkey do not have the right to work part-time or full-time in music schools. In Azerbaijan, graduates of vocational music schools (high schools) have the right to work as music teachers in pre-school, part-time and full-time music schools. All institutions providing undergraduate music education in Azerbaijan are in the university structure and each is managed by its own Rector. Institutions that provide undergraduate music education in Turkey operate within the faculties and higher education schools of universities. For this reason, the financial and technical infrastructure, faculties, departments and number of students of institutions providing undergraduate music education in Azerbaijan are higher than in Turkey. Keywords: Music Curriculum, Similarity of Curriculum, Difference of Curriculum, Difference in Lesson Hours, Comparative Education.
Açıklama
Anahtar Kelimeler
Müzik, Music
