Self-Regulated Learning Skills in Instrument Education: A Qualitative Study
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| Title: | Self-Regulated Learning Skills in Instrument Education: A Qualitative Study |
|---|---|
| Language: | English |
| Authors: | Ilkay Ebru Tuncer Boon |
| Source: | International Journal of Education and Literacy Studies. 2024 12(1):106-114. |
| Availability: | Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC 3011, Australia. Tel: +61-3-9028-6880; e-mail: support@aiac.org.au; Web site: https://journals.aiac.org.au/index.php/IJELS/index |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teacher Education, Music Teachers, Self Management, Musical Instruments, Barriers, Personal Autonomy, Teacher Role, Student Centered Learning, Teacher Student Relationship, Student Needs, Foreign Countries, Student Attitudes |
| Geographic Terms: | Turkey |
| ISSN: | 2202-9478 |
| Abstract: | The purpose of this study is to uncover and comprehend the current state of pre-service music teachers' use of self-regulated learning skills in instrument education, as well as the obstacles they face and the techniques they use to develop these skills throughout their instrument education. The data were obtained from participants' experiences and opinions and may be used to develop a conceptual framework concerning self-regulated learning skills and how these skills can be applied in teaching. This study reveals the importance of autonomy and co-regulation in the learning process, with a focus on teachers' roles in fostering student autonomy and giving support. Previous research has shown that self-regulation tactics can be incorporated in education to improve learners' self-regulation capacities. This study suggests that the "Individualized and Co-regulated Teaching Model in Instrument Education," a student-centered method that stresses dialogue-oriented learning, teacher-student interaction, and tailored learning needs may be appropriate for many learners. Teachers are encouraged to adopt individualized teaching orientations, allowing students to set their own learning goals and monitor their progress, as guided by this model. Furthermore, efficient communication and co-regulation between teachers and students promote self-regulation and musical development. Given the growing importance of self-regulated learning skills in the distance learning era, educational programs should focus their development and empower learners to become independent, and lifelong learners through collaborative knowledge production. The findings of this study imply that more research on the application of self-regulation skills in instrument acquisition among lower-achieving or less-experienced students is needed. Overall, this study highlights the importance of self-regulated learning skills in instrument teaching and advocates its incorporation into instructional procedures. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1412511 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1412511 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1412511 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Self-Regulated Learning Skills in Instrument Education: A Qualitative Study – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ilkay+Ebru+Tuncer+Boon%22">Ilkay Ebru Tuncer Boon</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Education+and+Literacy+Studies%22"><i>International Journal of Education and Literacy Studies</i></searchLink>. 2024 12(1):106-114. – Name: Avail Label: Availability Group: Avail Data: Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC 3011, Australia. Tel: +61-3-9028-6880; e-mail: support@aiac.org.au; Web site: https://journals.aiac.org.au/index.php/IJELS/index – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 9 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Music+Teachers%22">Music Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Musical+Instruments%22">Musical Instruments</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2202-9478 – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this study is to uncover and comprehend the current state of pre-service music teachers' use of self-regulated learning skills in instrument education, as well as the obstacles they face and the techniques they use to develop these skills throughout their instrument education. The data were obtained from participants' experiences and opinions and may be used to develop a conceptual framework concerning self-regulated learning skills and how these skills can be applied in teaching. This study reveals the importance of autonomy and co-regulation in the learning process, with a focus on teachers' roles in fostering student autonomy and giving support. Previous research has shown that self-regulation tactics can be incorporated in education to improve learners' self-regulation capacities. This study suggests that the "Individualized and Co-regulated Teaching Model in Instrument Education," a student-centered method that stresses dialogue-oriented learning, teacher-student interaction, and tailored learning needs may be appropriate for many learners. Teachers are encouraged to adopt individualized teaching orientations, allowing students to set their own learning goals and monitor their progress, as guided by this model. Furthermore, efficient communication and co-regulation between teachers and students promote self-regulation and musical development. Given the growing importance of self-regulated learning skills in the distance learning era, educational programs should focus their development and empower learners to become independent, and lifelong learners through collaborative knowledge production. The findings of this study imply that more research on the application of self-regulation skills in instrument acquisition among lower-achieving or less-experienced students is needed. Overall, this study highlights the importance of self-regulated learning skills in instrument teaching and advocates its incorporation into instructional procedures. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1412511 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1412511 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 106 Subjects: – SubjectFull: Preservice Teacher Education Type: general – SubjectFull: Music Teachers Type: general – SubjectFull: Self Management Type: general – SubjectFull: Musical Instruments Type: general – SubjectFull: Barriers Type: general – SubjectFull: Personal Autonomy Type: general – SubjectFull: Teacher Role Type: general – SubjectFull: Student Centered Learning Type: general – SubjectFull: Teacher Student Relationship Type: general – SubjectFull: Student Needs Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Turkey Type: general Titles: – TitleFull: Self-Regulated Learning Skills in Instrument Education: A Qualitative Study Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ilkay Ebru Tuncer Boon IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-electronic Value: 2202-9478 Numbering: – Type: volume Value: 12 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Education and Literacy Studies Type: main |
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