It is necessary to have various skills for the features inherent in the music teaching profession, which are following the current one, learning new things, keeping up with the creation and change of knowledge. Self-managed learning is known as taking control of one's own learning processes. Self-managed learning skills are essential for music teachers and future music teacher candidates. In this study, it is aimed to analyze the self-managed learning skills of music teacher candidates in terms of various variables. Survey method is used in the research, which is a quantitative study based on descriptive model. “Self-managed learning skills scale” and personal information form are used as data collection tools. Research data are collected on a voluntary basis from 200 university students studying in the music teaching undergraduate program in Turkish state universities during the spring semester of the 2020-2021 academic year. The data are analyzed using frequency and percentage from descriptive analysis, t-test and ANOVA from parametric tests. As a result of the research, the self-managed learning skills of the music teacher candidates are high in all the scales and in its sub-dimensions. Self-managed learning skills differed significantly in favor of low-income groups referring to the family income level variable. Based on the mother's education level variable, self-managed learning skills differ significantly in favor of those whose mothers are university graduates and those who are illiterate. It is recommended to carry out more comprehensive studies on the family economic level and mother's educational status variable. It is claimed that similar studies should be repeated using different methods, and the relational situation between self-managed learning skills should be revealed by diversifying the variables. As all studies conducted during the Covid-19 global epidemic, the findings of this study are important in terms of comparison with similar future research.


Music teacher candidates, learning, self-managed learning skills