Abstract:

This study explored the music teachers’ practices that direct their students to use learning strategies in their lessons. The study aimed to understand the practices that the music teachers used to direct their students to employ the attention, rehearsal, elaboration, articulation, organization, and comprehension monitoring strategies in music lessons. The study group was composed of 38 music teachers working under the Directorate of National Education in a province in the south of Turkey during the fall and spring semesters of the 2021-2022 academic years. The data were collected with a semi-structured interview form consisting of 22 questions. The study results revealed that music teachers directed their students to use the attention strategies the most. These were followed by the strategies of elaboration, rehearsal, and articulation. The teachers used the comprehension-monitoring and organization strategies the least. The study also concluded that music teachers directed their students to strategies other than comprehension monitoring at the highest level during the instruction part of their lessons, while they directed their students to them at the lowest level during the closure and measurement and evaluation part of their lessons. In addition, it was determined that music teachers believed that the way they direct their students to use learning strategies has very positive effects on the realization of the course’s learning objectives.

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