An examination of pre-service music teachers’ perspectives on the Ministry of National Education Academy Model in Turkey’s Music teacher education process

Abstract

The teaching profession is directly related to learning, teaching and social development. For this reason, teacher employment policies have undergone various changes throughout history. The most recent important step taken towards for the teacher training and appointment system in Turkey was the National Education Academy application, which was accepted in 2024 and foresees additional training for teachers after graduation. The aim of this research is to examine the feelings, thoughts and attitudes of music teacher candidates regarding the National Education Academy. The research was designed according to the explanatory sequential mixed method design. In the first stage, quantitative data were obtained through a survey applied to 337 teacher candidates studying in music teaching programs across Turkey. The quantitative findings were analyzed and focus group interviews were conducted with 7 teacher candidates in the qualitative stage of the research based on the determined themes. The findings show that the general attitudes of the candidates towards the National Education Academy were negative. The candidates stated that the obligation to receive retraining after graduation delayed starting the profession, was economically unsustainable and created a sense of injustice between themselves and the current teachers. They also stated that they thought that the four-year education they received at the faculties of education was devalued. As a result, it was determined that the National Education Academy application negatively affected the professional motivation and psychological endurance of teacher candidates, and that economic conditions made the process even more difficult; therefore, it was suggested that teacher training and appointment systems be restructured according to the needs and expectations of the candidates.