A history of music teacher education in the Republic of Turkey, 1982--1998

This study begins with an historical overview of Turkish teacher education before 1982, with some focus on music teacher education. Turkish music teacher education began officially with an institution called Musiki Muallim Mektebi (Music Teacher Training School) in 1924, one year after the establishment of the Republic. The Prologue offers a brief overview of the history of music teacher education in Turkey and includes descriptions of related literature. Chapter I contains a review of important events in early Turkish history that formed the basis for the music education movement. By the 1981--82 academic year, there were four universities with music programs in Turkey, all of which had passed through similar stages of development. Each of these institutions is discussed in separate chapters: the Gazi University Gazi Education Faculty Music Department in Ankara, Marmara University Ataturk Education Faculty Music Department in Istanbul, Dokuz Eylul University Buca Education Faculty Music Department in Izmir, and Uludag University Education Faculty Music Department in Bursa. Chapter VI focuses on similarities and differences among the music education departments discussed in this study, and there is some discussion of the twelve music teacher education programs that began after 1982. Chapter VII consists of a summary, conclusions, and recommendations (for Turkish music teacher education and for further research).;Modernization (i.e., Westernization) became a constant theme in music education institutions during the Republic period and it continued up to the date of this writing (Fall 2003). As part of the modernization movements, major restructuring occurred in the nation's teacher education programs in 1982 and again in 1998. Music teacher education was no exception. It became almost impossible to separate the functions of the music education departments from those of the conservatories because of students' desires to become advanced players on their instruments rather than teachers. This misinterpretation by the music education programs became a serious problem in Turkish music teacher education. In an attempt to counteract these tendencies, the government centralized the curriculum in 1998. As a result, Turkish music education departments began to offer more practical experiences (i.e., school experience) for music education majors.