A Thematic Review of the Studies on the Music Teacher Competencies in Turkey

Abstract

The first official works about the teacher competencies in Turkey were began in 1998 and many revisions made since then. In this framework, subject-specific competencies were prepared for some areas for primary education in 2008 and secondary education in 2011. This research aimed to review and analyze studies about music teacher competencies between 2008 and 2017 when music teacher competencies were in effect. For this purpose, the studies conducted during this period in Turkey were scanned, and the thematic content analysis was carried out within the framework of the method/design, sample group, data collection tools, aims, results, and recommendations. One of the research findings showed that the studies concerned were particularly related to the competency areas of planning and regulation, the theoretical-applied knowledge and skill, and professional development. Another finding pointed out that the vast majority of the studies employed a descriptive survey model. Last but not least, it was found that the samples of the studies were mostly constructed from pre-service teachers rather than in-service teachers. This current research suggests that further studies should give priority to choose in-service teachers as samples rather than pre-service teachers and also suggests more functional courses for both undergraduate program and in service training.

Music as an inclusion tool: can primary school teachers use it effectively?

“…According to the study conducted by the authors Çeliktaş, Enfur & Ozeke on the musical competencies of primary school teachers, it can be seen that teachers feel insecure about using music as an inclusive tool, in this study it is said that the acquisition of competencies is harder than you think (Çeliktaş, Engür, & Özeke, 2022).…”