Abstract

The purpose of this study is to identify how a four-semester music teacher education programme on self-regulation changes as they progress through the programme. The participants of the study included a total of 101 music teachers in four different semesters of their teacher preparation programme. The instrument used in this study is the Motivated Strategies for Learning Questionnaire (MSLQ). It has 81 items. It is composed of two parts: the first part deals with motivation and contains six subscales and the second part deals with learning strategies and contains nine subscales. The cronbach alpha reliability coefficients of these subscales ranged between .86 and .41, whereas the collected item-total correlation ranged between .19 and .66. One-way ANOVA was used to identify patterns within cohorts regarding pre-service teachers’ beliefs about self- regulation skills. The inquiries of this study included that preservice music teachers’ motivation areas of self-regulated learning skills improved at only one specific category during four years’ music teacher education preparatory programme. In the motivation area, freshman and sophomore; freshman and senior pre-service teachers scored significantly higher on the scales of Extrinsic Goal Orientation. In the learning strategy area, freshman and junior pre-service teachers scored significantly higher on the scales of Critical Thinking.

Key words: Self-regulation, preservice music teacher, teacher education, teacher education programme.