Özet:

Individual instrument study habits of music teacher candidates play an important role in many aspects of the instrument education process such as performance perception, academic success, attitude, motivation, and self-efficacy. The aim of this study is to determine the individual instrument practice habits of music teacher candidates and to reveal whether individual instrument practice habits make a difference according to the variables of gender, class of education, type of high school graduated, daily individual instrument study time, individual instrument experience and individual instrument success. Relational screening model was used in the research. The sample of the study consisted of 104 students studying in the 1st and 4th grades of Trakya University, Atatürk University, Kastamonu University, Marmara University and Çanakkale Onsekiz Mart University Fine Arts Education Department Music Education Department. In order to collect data in the research, a personal information form and the "Individual Instrument Study Habits Scale" developed by Küçükosmanoğlu, Babacan, Babacan and Yüksel were used. As a result of the research, it was determined that the individual instrument study habits of the music teacher candidates were at a high level. The level of individual instrument study habits of the music teacher candidates did not make a difference according to the variable of gender, type of high school graduated and the class of education, in favor of the candidates who had more instrument study time compared to the variable of daily instrument study time, who had received instrument training for 4-5 years according to the individual instrument experience variable. It was determined that there was a significant difference in favor of the students and according to the success grade variable, in favor of the group who received an AA-BA grade from the individual instrument course.

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