Analyzing Metaphorical Perceptions and Views of Pre-Service Pre-School Teachers Related to Orff Approach-Based Instruction

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dc.authoridYucesan, Esra/0000-0001-6657-6086
dc.contributor.authorYucesan, Esra
dc.date.accessioned2025-03-23T19:30:19Z
dc.date.available2025-03-23T19:30:19Z
dc.date.issued2021
dc.departmentSinop Üniversitesi
dc.description.abstractThis study aims to identify pre-service pre-school teachers' metaphoric perceptions about a course process that was instructed based on Orff Approach and their views about its use in educational activities. The study group consisted of forty-three junior pre-service pre-school teachers studying in the Department of Preschool Education and attending the 'Music Education II' course. This research was designed as phenomenology research, as one of qualitative research methods. Content analysis technique was used to analyze the data. When the data obtained for the metaphors were analyzed, it appeared that 10 sub-categories emerged under a single theme as general characteristics of the Orff Approach. The sub-categories with the highest frequency of metaphors included 'useful, providing a multidimensional learning environment and relaxing'. When the data obtained through structured forms were analyzed, 14 subcategories existed under the main categories of contribution to psycho-motor development, contribution to cognitive development and contribution to social-emotional development regarding the use of Orff Approach in educational activities. The sub-categories with the highest frequency related to education and training were being entertaining, providing permanent learning and improving hand-eye coordination. Pre-service pre-school teachers' metaphoric perceptions about Orff Approach principles-based instruction support their views on the use of the Orff Approach in educational activities, and there is consistency between literature and research findings of this study.
dc.identifier.doi10.14812/cufej.841836
dc.identifier.endpage590
dc.identifier.issn1302-9967
dc.identifier.issue1
dc.identifier.scopusqualityN/A
dc.identifier.startpage561
dc.identifier.trdizinid518358
dc.identifier.urihttps://doi.org/10.14812/cufej.841836
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/518358
dc.identifier.urihttps://hdl.handle.net/11486/5072
dc.identifier.volume50
dc.identifier.wosWOS:000646072500020
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakTR-Dizin
dc.institutionauthorYucesan, Esra
dc.language.isoen
dc.publisherCukurova Univ
dc.relation.ispartofCukurova University Faculty of Education Journal
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250323
dc.subjectOrff Schulwerk
dc.subjectMusic education
dc.subjectMetaphor
dc.subjectPre-school education
dc.subjectTeacher training
dc.titleAnalyzing Metaphorical Perceptions and Views of Pre-Service Pre-School Teachers Related to Orff Approach-Based Instruction
dc.typeArticle

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