Music teacher candidates' motivation levels towards individual instrument education course (Burdur Mehmet Akif Ersoy University case study)

The aim of this study was to examine in detail the intrinsic and extrinsic motivation levels of students studying in the Department of Music Education, Faculty of Education, Burdur Mehmet Akif Ersoy University, Fine Arts Education Department, towards individual instrument training. The study was conducted within the scope of the survey model, one of the quantitative research methods, and the data were collected through a questionnaire technique. The participants of the research consisted of 67 students (32 female and 35 male) studying in the Department of Music Education. The data obtained were analyzed using the SPSS 20 (Statistical Package for the Social Sciences) statistical program. This study addressed the motivation levels of prospective music teachers towards individual instrument training, considering both intrinsic and extrinsic aspects. The findings revealed that the majority of the participants had developed high motivation towards individual instrument training. Overall, it was determined that intrinsic motivation played a more dominant role in individual instrument training; however, extrinsic factors also served a supportive and guiding function in this process. In line with the sub-problems addressed within the scope of intrinsic motivation, it was seen that the students' setting individual goals, their love for the instrument, instrument study habits, perceptions of competence and participation in concert activities were high and this situation positively affected their intrinsic motivation. The students stated that setting goals gave direction to their studies, that playing their instruments with love increased their commitment to the process and that they voluntarily allocated time. In addition, it was observed that individuals with regular study habits were more interested in the lesson. While grade anxiety was a triggering factor for success in some students, it was also observed that it created pressure in some individuals. Individuals with a developed perception of musical competence had higher self-confidence towards the lesson and this situation reinforced intrinsic motivation. In addition, participation in activities such as concerts contributed to the development of performance-based goals and supported intrinsic motivation. The findings related to extrinsic motivation revealed that effective communication with the teacher, teaching approaches that take into account individual differences, and the methods and techniques applied by the teacher increase the student's interest in the lesson. The students stated that the selection of etude-works suitable for their level and interesting had a positive effect on their motivation; in addition, it was stated that family support facilitated regular practice in individual instrument training. The fact that the teacher included student-specific practices and individualised the process was also evaluated as a factor that increased motivation. As a result, it was concluded that intrinsic and extrinsic motivation are complementary elements in the process of individual instrument training and both dimensions provide important contributions to the musical development of the student.