Exploring the Perceptions of Pre-service Early Childhood Teacher Regarding Music and Self-awareness as an Early Childhood Music Teacher: With a Focus on Metaphorical Analysis

Abstract

In this study, through metaphor analysis, we investigated pre-service early childhood teachers' perceptions of music and perceptions of themselves as music teachers. The subjects of the study were 142 preschool early childhood teachers enrolled in four-year university in cities B and C. The collected data were analyzed qualitatively for context and quantitatively for tendency. As a result of the research, it was found that pre-service early childhood teachers recognize music as ‘vitality, essential, influential, challenge’ and as a music teacher, it was found that they had the perception of ‘conductor, supporter, devotee, loser’. It is expected that this will provide pre-service early childhood teachers with an opportunity to reflect on music and contribute to the provision of basic materials to promote pre-service early childhood teachers' efficacies in music teaching. There is a need for a comparative study on how the grade or music class affects the perception of music in the future and developing comparative and educational programs.