The Significance of Aptitude Tests in the Selection of Prospective Music Teachers

Erkan Sülün


In Turkey and North Cyprus, music education departments are usually situated in faculties of education. The eligibility requirements are in two stages: Applicants who manage to attain the required minimum grade from Transition to Higher Education Examination can then take an aptitude test.  These aptitude tests are designed by each university department to assess applicants’ qualifications. The main objective of this study is to examine the content and the structure of the aptitude test, and accordingly to be able to shed a light on the correlation between students’ aptitude tests scores and music and pedagogy course grades.  For this purpose, the scores of 29 students who successfully passed the aptitude test in the Music Education Programme at Eastern Mediterranean University are compared with their course grades. This study employs quantitative descriptive research with an inter-relational sub-model. The Pearson correlation coefficient is used whilst analysing the relationship. The sampling method has been chosen for purposive sampling. This study determines both the content and predictive validity of the Music Education Department’s aptitude test. 

Anahtar Kelimeler

Aptitude tests, Assessment in Music Education, Music Education Departments, Music Teacher Education, Music teacher selection.

Tam Metin:

PDF (English)


Akyüz, Y. (2000). Türk Eğitim Tarihi. Ankara: Milli Eğitim Bakanlığı.

Ballantyne, J. (2001). The distinctive nature of music education and music teacher education. In P. Singh & E. McWilliam (Eds.), Designing educational resarchers: Theories, methods and practices. Flaxton, QLD: Post Pressed.

Ballantyne, J. & Packer, J. (2004). Effectiveness of preservice music teacher education programs: Perceptions of early-career music teachers. Music Education Research, 6(3), 299-312.

Ballantyne, J. (2007). Integration, contextualization and continuity: three themes for the development of effective music teacher education programmes. International Journal of Music Education, 25(2), 119-136.

Barber, M. & Mourshed, M. (2007). How the world's best-performing school systems come out on top. London, UK: McKinsey and Company.

Barışeri, N.; Özdek, A. & Can, M. (2006). “Müzik öğretmenliği lisans programı geliştirme çalışmaları.” Paper presented at the National Music Education Symposium, University of Pamukkale, Denizli, Turkey.

Bowles, T.; Hattie, J. & Dinham, S. et al. (2014). Proposing a comprehensive model for identifying teaching candidates. Australian Educational Researcher, 41, 365-380.

Carter, D. S. G.; Carre, C. G. & Bennett, S. N. (1993). Student teachers’ changing perceptions of their subject matter competence during an initial teacher training programme. Educational Research, 35(1), 89-95.

Colwell, R. (2006). Music Teacher Education in This Century: Part II. Arts Education Policy Review, 108 (2), 17-32.

Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education. 51(3), 166-173.

Darling-Hammond, L. (2006). Powerful teacher education: lessons from exemplary programs. San Francisco: Wiley.

Ersozlu, N. Z.; Nietfeld, J. L. & Huseynova, L. (2015). Predicting preservice music teachers’ performance success in instrumental courses using self-regulated study strategies and predictor variables. Music Education Research. Published online on October 11, 1-10.

Gokturk, D. (2010). Current status of string teacher education at university music teacher training schools in Turkey. International Journal of Music Education. 28(2), 176-192.

Gurlen, E. & Demirel, Ö. (2010). “Avrupa Birliği ve Türkiye’deki öğretmen yeterliklerin karşılaştırmalı incelenmesi.” Proceedings of International Conference on Teacher Training Policies and Problems II, 396-401. University of Hacettepe, Ankara, Turkey.

Güsewell, A.; Joliat, F. & Terrien, P. (2016). Professionalized music teacher education: Swiss and French students’ expectations. International Journal of Music Education. Published online on October 19.

Guven, Elif (2015). Levels of music performance anxiety and test anxiety of Turkish prospective music teachers in piano exams. International Journal of Music Education. First published on December 31, 1-11.

Johansen, G. & Brøske Danielsen, B. A. (Eds.). (2012). Educating music teachers in the new millennium. Oslo, Norway: Norwegian Academy of Music.

Kalyoncu, N. (2005). Eğitim Fakültelerinde Uygulanan Müzik Öğretmenliği Lisans Programının Revizyon Gerekçeleriyle Tutarlığı. Gazi Eğitim Fakültesi Dergisi, 25(3), 207-220.

Mateiro, T. (2010). Education of music teachers: A study of the Brazilian higher education programs. International Journal of Music Education. 29(1), 45-71.

Sahlberg, P. (2010). The Secret to Finland’s Success: Educating Teacher. Retrieved from Stanford Center for Opportunity Policy in Education, Research Brief:

Saygı, C. (2009). Aktif öğrenmenin müzik tarihi dersine ilişkin başarı, tutum ve özyeterlik üzerindeki etkisi. PhD Thesis, University of Dokuz Eylül, İzmir, Turkey.

Senturk, N. (2001). Musıki Muallim’den günümüze müzik öğretmeni yetiştiren kurumlar. Gazi Eğitim Fakültesi Dergisi, 21(2), 135-142.

Southcott, J. & Joseph, D. (2010). Engaging, exploring, and experiencing multicultural music in Australian music teacher education: The changing landscape of multicultural music education. Journal of Music Teacher Education, 20(1), 8–26.

Sulun, E. (2015). The Comparative Analysis of Music Teacher Education Systems of Turkey, Canada, England, Finland and Germany. (Unpublished doctoral dissertation). Gazi University, Turkey.

Thorgersen, C. F.; Johansen, G. & Juntunen M. L. (2016). Music teacher educators’ visions of music teacher preparation in Finland, Norway and Sweden. International Journal of Music Education. 34(1), 49-63.

University of the Arts Helsinki, Sibelius Academy. (2016). Retrieved from on 24 September 2016.

Unesco (2012). Unesco strategy on teachers (2012-2015). Retrieved from on 10 May 2014.

Varis, F. (1973). Eğitimde program araştırmaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi.

Watson, A. (2010). Musicians as instrumental music teachers: Issues from an Australian perspective. International Journal of Music Education. 28(2), 193-203.

Yayla, F. (2004). “Musiki Muallim Mektebinden günümüze müzik öğretmeni yetiştiren kurumlar ve müzik öğretmeni yetiştirme yaklaşımları ışığında genel durum” [Music teacher training institutions from their foundation to the present]. Paper presented at Symposium on Training Music Teachers from Music Teacher Schools to Present, Süleyman Demirel University, Isparta. Retrieved May 24, 2015, from



  • Şu halde refbacks yoktur.

Telif Hakkı (c) 2017 Journal of History Culture and Art Research

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

ISSN: 2147-0626