This research examines preservice music teachers` perception of their music teachers during their schooling. The data for the research were obtained by asking 135 preservice music teachers to fill in the blanks in the sentence 'my music teacher was like a…, because...' A content analysis of the data resulted in 80 different metaphors. These metaphors were grouped into eight different categories. The participants` perceptions were mainly focused on four roles and characteristics of their music teachers namely, 'guiding/supportive,' 'expert/authority,' 'kind/supportive,' and 'inefficacious/with communication problems'. The results showed that, participants' music teachers had an important role in terms of providing them guidance, and being kind and supportive. However, participants were taught in more traditional way of teaching where teachers are seen as transmitter of knowledge and authoritarian. Some negative comments about their music teachers were given which needs further research.

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The main purpose of this study was to reveal the perceptions of Fine Arts High School Music Students' perceptions regarding the concept of 'Turkish Folk Music' through metaphors. The research data was collected from 108 students who were studying at Antalya Fine Arts High School, in the autumn semester of 2016-2017 school year. In order to reveal the mental imagery that the students had about the concept of Turkish folk music, they were asked to fill the blanks in the given sentence: ''Turkish Folk music is like.......; because it's ....''. The data was analyzed according to content analysis technique which is used in general qualitative research methods. According to findings of study, Fine Arts High School music students produced 75 valid and different metaphors. These metaphors were grouped under eight categories which were reflected the students' perceptions about Turkish Folk Music. These were ordered from the most to the least; 1) ''its' effects on emotions'', 2) ''it addresses the preferences'', 3) ''its' role on national unity and integration'', 4) ''its' role on education'', 5) ''its' role on representation of phenomena'', 6) ''it 's theory'', 7) ''its' need to be protected'', 8) ''its' connectivity with past''. Antalya Fine Arts High School students' perception of Turkish Folk Music was examined it was seen that this music was the priority of the role of representing emotions and presenting facts. Only few students were perceived Turkish Folk Music as a tool that links the past to the present time and music was mentioned as valuable, pure and natural. Few students perceived the theory of folk music as complicated. Perceptions of students on the unifying aspect of Turkısh Folk Music were weaker. These results are thought to be important for Turkish Folk Music trainers and Turkish folk musicians.

Music teacher candidates spend part of their Bachelor education in practice schools with mentor teachers before starting work. Observing music teachers in the classroom empower candidates to understand how music teaching and learning occur in classrooms, and also enlightens them on how mentor teachers teach, which then expands their awareness about different teaching styles. This research compares candidate music teachers' preferences in teaching styles and their perceptions of mentor teachers' teaching styles. The research was conducted using the quantitative approach with survey methodology. The survey was administered during the autumn teaching semester of 2015 to 2016. Two hundred eighteen candidate teachers participated in the survey, selected randomly from education faculties under the fine arts music education departments of seven Turkish state universities. The research data was collected by the Teaching Style Inventory developed by Grasha. The datasets were analyzed by linear regression analysis (simple linear regression). The research findings concluded that candidate teachers' own teaching style has a significant relation with mentor teachers' teaching styles. Therefore, they are sensitive to the teacher's mentor role in forming their own teaching styles.