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In this study, an application process was carried out to improve teacher candidates’ self-regulation skills. In this context, their self-regulation skills in the online learning environment, their ability to play the flute, and their views on the process were examined. For this purpose, the enriched design, one of the mixed research designs, was employed. The study was carried out during the flute course during the Fall Semester of the 2020–2021 academic year. The study group consisted of nine teacher candidates studying at a university in Central Anatolia, Turkey. In the study, Self-Regulated Online Learning Questionnaire, adapted into Turkish by Yavuzalp and Özdemir (2020), was used to determine teacher candidates’ level of self-regulation skills. In addition, evaluation criteria regarding the process were determined in order to monitor the progress of teacher candidates, and a survey created by the researchers was used to determine their views. The study findings revealed that the application had no effect on teacher candidates’ self-regulation skills. However, there were technical and musical significant differences in their flute-playing skills. All the teacher candidates were satisfied with the process and stated that they gained many learning goals.
Cite this article as: Nil Aksoy, R., & Mıhcı Türker, P. (2023). Investigatıon of music teacher candidates’ self-regulation skills in the online learning environment. Art and Interpretation, 41(1), 14-22.