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

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Introduction
Educating qualified students, improving educational activities in schools, and reaching the welfare levels of developed countries bring the issue of the need of qualified teachers. Today, this issue is tried to be achieved with the determination of teacher standards or teacher competencies in many countries (Seferoğlu, 2004) and many studies began to be realized worldwide in this field. Among them, while there are various studies which discussed the competencies of teachers, their attitudes and perceptions towards teaching (Bisschoff & Grobler, 1998;Dörge, 2010;Dubrovina, Moskalenko, & Zinchenko, 2020;Kowalczuk-Walêdziak, Korzeniecka-Bondar, Danilewicz, & Lauwers, 2019;Menter, 2016; Organisation for Economic Cooperation and Development [OECD], 2009;Wilkerson & Lang, 2007), many other researches were conducted in the literature by examining the music teaching competencies of preschool and primary school teachers, teacher candidates, and music teachers (Cho & Cho, 2021;Davis, 2006;Denis & Tucker, 2021;Hallam et al., 2009;Hash, 2010;Shin, 2019;Susic, 2018;Sungurtekin, 2016).
In the studies examining the music competencies of preschool teachers and candidates, it was seen that the music competencies of these teachers need to be improved (Elaldı, Batdı, & Sönmez-Ölger, 2020). Also, it is understood that preschool teachers and candidates feel inadequate especially in the application areas (Susic, 2018). Similarly, according to a research conducted by Begic, Begic, and Skojo (2017), teaching methods teachers in the universities stressed more practical training such as playing instruments and singing. And the study conducted by Hallam et al. (2009) concluded that primary school teacher candidates who play one or more instruments feel more confident about teaching music. As for the studies on the music competencies of primary school teachers, it is seen that teachers feel insecure about music teaching just like pre-school teachers, and they believe that music should be taught by music teachers (Hash, 2010). When the perceptions and attitudes of music teachers and candidates about their music teaching competencies are examined, it is seen that they feel competent and self-confident, unlike preschool and primary school teachers (Kaleli, 2020;Küçük, 2012;Yağcı & Aksoy, 2015;Yokuş, 2014). Last but not least, in a study conducted by Denis and Tucker (2021), it is found that acquiring teaching competencies is more difficult than acquiring music competencies according to music teachers. As a result, it is seen that studies on competencies including preschool and primary school teachers' music teaching competencies are increasing field in the literature day by day.
While these topics have been discussed in the world widely, there were some developments in Turkey as well. When the educational structure has changed over the years in the Turkish Republic, socio-cultural structure and education needs have brought about the concrete steps to improve the quality of teacher education. Therefore, the concept of "teacher competencies" began to be discussed in all the levels of education. Within this framework, Ministry of National Education (MoNE) in Turkey carried out the first official studies in 1998 with the cooperation of Higher Education Council (HEC) and World Bank. As a result, MoNE determined teacher competencies and defined the competency as "knowledge, skills, attitudes and values that must be possessed to be able to perform a task effectively and efficiently" (Directorate General for Teacher Training and Development [DGTTD], 2017: II). According to this definition, MoNE listed teacher competencies under four headings: 1) competencies regarding subject matter and pedagogical subject matter, 2) competencies on the teaching-learning process, 3) monitoring, evaluation, and recording of students' learning, and 4) complementary professional competencies (DGTTD, 2017).
In 2006, with an agreement signed between the European Union Commission and the Turkish Government under the name of the Basic Education Support Program (Temel Eğitime Destek Programı), the Directorate General for Teacher Training and Education took the responsibilities for building teacher competencies to establish a common perspective for teacher education. Thus, six main competency areas were identified: 1) personal and professional values -professional development, 2) getting to know the student, 3) learning and teaching process, 4) monitoring and assessing the learning and development of students, 5) school, family and community relations, and 6) curriculum and subject content knowledge. As a result of this project, "General Competencies for Teaching Profession" was determined under these six main competency areas, associated with 31 competencies and 233 performance indicators. In addition to these competencies that came into force in 2006, "Subject Specific Competencies for Teaching Profession" were determined and put into effect in 14 different subject areas in 2008. Among these subject areas, "Music" had no exception (DGTTD, 2017).
Within the framework of these developments, Uçan (2006) evaluated the draft of the music teacher competencies and he emphasized the importance of this work. In addition, he asserted that subject-specific competencies for primary school music teachers became a very important development for the music teaching profession. These developments began to be strengthened with the studies in this field which emphasized the topics of competencies, attitudes, perceptions, and skills of music teachers (Birer & Sonsel, 2013;Dursun, 2015;Güleryüz & Demirci, 2016;Elaldı, Batdı, & Sönmez-Ölger, 2020;Küçük, 2012;Talşık, 2016;Temiz, 2016;Yağcı & Aksoy, 2015;Yokuş, 2014).
Within the scope of Music Teacher Competencies, main competency areas were defined under six headings: 1) planning and regulation, 2) theoretical-applied knowledge and skills, 3) music culture, 4) monitoring and evaluation, 5) school-family-society and interdisciplinary cooperation, 6) professional development. In addition, a total of 32 competencies under these competence areas were determined (DGTTD, 2008). Music Teacher Competencies are given in Figure 1.

Data Collection and Analysis
Data collection of this research was carried out with the e-sources system of Bursa Uludağ University which provides access to national and international databases like Web of Science, EBSCO, ERIC, Sage etc. (Bursa Uludağ Üniversitesi E-Kütüphane, 2020) and the Master and PhD dissertations in Online Thesis Center of Higher Education Council which is the largest database for thesis/dissertation in Turkey (HEC, 2020) were included in the research. Therefore, both articles and theses/dissertations were covered in this research. When the studies written both as article and thesis/dissertation format, only articles were included. In addition, only authorized theses/dissertations (full text) in the Council of Higher Education Thesis Center and peer-reviewed articles were included in this research.
During the data collection process of the research, some criteria were determined for the studies to be included in the research. The first of these was related to the year the studies were conducted. As mentioned earlier, significant changes in all teacher competence areas were carried out in 2008 in Turkey. For this reason, 2008 was chosen as the starting point of this research. Since there was another major change in terms of subject specific competencies in 2017, this year was determined as the end point of the research. Therefore, articles and theses/dissertations from 2008 to 2017 were included in the research.
Another criterion that was considered in the inclusion of studies in this research was the keywords used to reach these studies. The search was carried out in Turkish language. The keywords used in the data collection process were müzik (music) and yeterlik (competence), müzik eğitimi (music education), müzik öğretmen (music teacher), müzik öğretmeni (music teacher + with many suffixes) in Turkish. In the data collection process, all possible suffixes were used together with the words due to the reason that the suffixes make differences in Turkish language. For instance, teacher means öğretmen in Turkish. But if it is intended to say teachers, there are different suffixes such as öğretmenler, öğretmenleri, öğretmenlerinin etc. Therefore, as many other forms of these words as possible were tried to use in order not to skip any of the sources. Only studies that contain these words in their titles are included in this research. In accordance with this limitation, a total of 314 studies (163 articles and 151 thesis/dissertation) were found.
The next criterion for the inclusion of the studies in the scope of this research was the samples of the studies. Since the issue of competence directly concerns teachers, it was deemed appropriate to use only studies done with music teachers in this research. Thus, the studies related to pre-service music teachers were excluded from this research. In order to determine the competency areas of the remaining studies, each study was given a score of 0 (unrelated), 1 (indirectly related), or 2 (directly related) for each of the six competency areas using the form given in the Table  1. Scoring process was carried out by two researchers. For the scoring to be reliable, the two researchers performed the scoring process independently of each other. There was no difference of more than one point between the scores given for the same research, suggesting concordance between the raters. Twenty studies (20), which have total of 2 points for any of the subject areas, are included in this research. For the data analysis, thematic content analysis and descriptive statistics were employed. In thematic content analysis studies, specific subjects are brought together, and the research results are handled in a descriptive dimension systematically (as cited in Çalık & Sözbilir, 2014). In this research, thematic content analysis was carried out to analyze the results and recommendations of the studies that were jointly coded by the authors; thus, themes and codes were created. The suitability of the created themes and codes was also verified by taking the opinion of an expert. Moreover, descriptive statistics were employed to find out the characteristics of the studies (method, sample size, data collection tools, etc.).

Distribution of the Studies by Method and Design
When the distribution of studies by method and design is examined, it is seen that quantitative methods are the most preferred ones rather than qualitative methods. As seen in table 2, there are 14 studies that used quantitative methods while 7 studies used qualitative methods in their methodologies. Under the studies used a qualitative method, the most common design is case study (f=6) (Ağıl, 2015;Çevik & Güven, 2011;Çiftçi, 2008;Eldemir, 2013;Gök & Tufan, 2016;Sönmez, 2017) whereas the least used one is action research (f=1) (Kılıç, 2011). And, under the studies used quantitative method, the most commonly used methodology is the survey design (f=11) (Aydıner & Şen, 2011;Ayhan, 2016;Çağlak, 2008;Çiftçi, 2008;Dursun, 2015;Eroğlu, 2015;Işık, 2008;Koç, 2011;Öztürk, 2011;Şenol Sakin & Gürgan Öztürk, 2017;Tepeköylü Öztürk & Soytürk, 2015) while the less preferred one is correlation research (f=3) (Demir & Aydıner Uygun, 2015;İğneler, 2015;Talşık, 2016). In this research, 20 studies were analyzed however, when it is looked to the methodology side of the studies, one used mixed method in its structure (Çiftçi, 2008). Therefore, in the table, this study is shown in both qualitative and quantitative sections. The table also indicates an increase in the total number of studies in the last five years of the current research period. However, there are not many varieties found in the design of the studies (for instance, experimental study, ethnologic studies, etc.).

Distribution of the Studies by Types
As seen in Table 3, the number of studies between 2013 and 2017 is higher than the studies carried out between 2008 and 2013. It is seen that the articles in national journals (Aydıner & Şen, 2011;Çevik & Güven, 2011;Demir & Aydıner Uygun, 2015;Eroğlu, 2015;Gök & Tufan, 216;Kılıç, 2011;Talşık, 2016;Tepeköylü Öztürk & Soytürk, 2015) and master thesis (Ağıl, 2015;Ayhan, 2016;Çağlak, 2008;Dursun, 2015;Işık, 2008;İğneler, 2015;Koç, 2011;Öztürk, 2011;Sönmez, 2017) are higher in number from international studies. It is not surprising that national journals have more preferences because competency areas are related to the Turkish educational system.   Table 4 shows the sample sizes of the studies. Not surprisingly, the sample sizes of the case studies are smaller than others, while the sample sizes of survey studies are bigger. *One study employed both qualitative and quantitative methods. Therefore, this study is included in both sections of the table.

Distribution of the Aims of the Studies by Main Competency Areas
To prepare a curriculum, including diaphragmatic breathing exercises. x x To determine the contributions of piano training at the undergraduate level to the music teaching profession. x x To determine to what extend music teachers benefit the instruments in their profession. x x To determine music teachers' opinions about their competencies in traditional Turkish art music.
x x x To determine to what extend Turkish folk instruments are used in music classes.
x x x To determine to what extend music teachers benefit the bağlama in music classes.
x x x To evaluate the teachers' opinions on music teaching curriculum.
x x x To determine the sufficiency of harmony knowledge and skill of music teachers.
x x x To determine teachers' opinions on their ability to play accompaniment for school songs.
x x x To determine the music teachers' preference level of teaching styles.
x x x To determine the music teachers' state of using multiple intelligence theory in their classes.
x x x To determine the movement-based learning activities employed in music teaching and to create a repertoire of these activities.
x x x To determine the teachers' opinions on music education of inclusive students.
x x x To determine the teachers' opinions on school instrument courses taught at the undergraduate level and use the knowledge and skills acquired in those courses in their profession.
x x x x x To determine the relationship between professional competence, satisfaction, and burnout.
x x x x x x To examine the communication skill levels of physical education, music, and visual arts teachers. x To determine the relationship between music teachers' professional competency perceptions and their life and job satisfaction. x To determine the level of music teachers' burnout. x To determine music teachers' needs in terms of in-service training by asking their opinions. x 1: Planning and regulation, 2: Theoretical-applied knowledge and skills, 3: Music culture, 4: Monitoring and evaluation, 5: School-family-society and interdisciplinary cooperation, 6: Professional development Table 7 shows the frequencies of the main competency areas in the studies. As it is seen, the most of the studies concerned are particularly relevant to planning and regulation; and theoretical-applied knowledge and skills areas that are followed by the professional development competency areas.

The Results of the Studies
This part of the research was compiled by the thematic content analysis. After analyzing the results of the studies, seven themes were determined. Later, codes were formed by examining the most frequent topics discussed under the related themes.
The first of the seven themes is named "undergraduate courses" and this theme has one code, named "inadequate courses". As seen in Table 8, in the studies under this theme, music teachers commented on the inadequate undergraduate courses such as accompaniment, piano, bağlama and school instruments like Orff instruments, melodica, mandolin, etc. (Aydıner & Şen, 2011;Çağlak, 2008;Çevik & Güven, 2011;Çiftçi, 2008;Koç, 2011;Öztürk, 2011 Table 9 shows the second theme, "instrument usage". Under this theme, three codes are found. These are "school instruments", "accompaniment", and "main instrument" (strings, wind instruments, etc.). The studies discussed that most of the teachers integrate school instruments into their teaching (Koç, 2011). But studies showed that teachers do not use their main instruments adequately in the schools (Çağlak, 2008). Also, it was discussed that accompany instruments like piano, guitar, etc. are not able to be used effectively by the music teachers (Aydıner & Şen, 2011;Çevik & Güven, 2011;Şenol Sakin & Gürgan Öztürk, 2017). The instruments taught in school instrument courses (melodica or recorder) do not affect teachers' instrument preferences.
Teachers in state schools prefer melodica and recorder equally, while melodica is more common in private schools.

Accompaniment
Teachers have problems playing accompaniment.
Most of the teachers do not benefit from the piano adequately.

Main Instruments (Strings, Wind
Instruments, Etc.) Teachers do not use their instruments adequately.
According to the teachers, the content of the piano courses given in undergraduate education does not meet the teachers' needs.
* The curriculum of Music Education Departments includes a course named School Instruments. In this course, various instruments commonly used in music teaching at schools such as recorder, Orff instruments, guitar, and mandolin (Bursa Uludağ University [BUU], 2021;HEC, 2007;HEC, 2018).
The third theme is the "traditional instrument usage". Under this theme, two codes are found: "Traditional instruments" and "bağlama". Bağlama is also a traditional Turkish instrument however, there are some studies that covered bağlama separately while some of the studies discussed traditional instruments in general. In the results of the studies, teachers commented that bağlama is very important instrument for the music courses. But since the most of the teachers are not trained on bağlama, they claimed that they are not able to use the instrument adequately (Aydıner & Şen, 2011). The results of the studies also showed that teachers discussed the inadequacy of bağlama education in undergraduate degree programs (Işık, 2008). Half of the teachers use Turkish folk instruments in music lessons.

Bağlama
Most of the teachers have been educated on bağlama.
Teachers do not play bağlama adequately in their professional lives.
Teachers find the bağlama education in undergraduate inadequate.
As seen in table 11, the fourth theme is "theoretical knowledge". This theme has one code named "usage of theory in practice". According to the results of the studies, music teachers found their music theory and harmony knowledge and skills inadequate (Eroğlu, 2015). And depending on this, most of them have difficulties in playing accompaniment (Çevik & Güven, 2011).   Table 12 shows the fifth theme, "in-service training". This theme has three codes, which are "quality of in-service training", "quantity of in-service training", and "content of in-service training". Studies discussed that most of the teachers consider the in-service training inadequate in terms of quality and quantity. Teachers expressed their wish to have in-service training provided by academicians especially on the topics of playing school instruments, voice education, musician health care, current curriculum, and etc. (Ağıl, 2015;Ayhan, 2016;Çiftçi, 2008;Dursun, 2015;Eroğlu, 2015;Gök & Tufan, 2016;Kılıç, 2011;Sönmez, 2017;Talşık, 2016). In-service training is inadequate in terms of quality.
Expert music educators are not consulted enough during the planning and preparation of in-service training content.
There is no functional assessment in in-service training programs, which affects the programs' efficiency negatively.
In-service training is requested to be provided by academicians.

Quantity of In-Service
Training In-service training is inadequate in terms of quantity.
Teachers want conferences, workshops, seminars, and sample lesson activities given in in-service training to be distributed as DVDs to schools.

Content of In-Service
Training

Teachers want to be trained in playing practical instruments
Teachers need courses about voice and musician health care.
Teachers want the curriculum to be introduced via in-service training. Table 13 shows the sixth theme, "professional competence". There are two codes under this theme, "perception of professional proficiency" and "student-centered approach". Regarding the perception of professional proficiency, studies discussed that teachers who think their knowledge and skills are inadequate have more burnout. Also, experience in the profession increases the perception of professional competence (Talşık, 2016). In the second code of this theme, which is called student-centered approach, studies reported that teachers found their level of knowledge about constructivist learning theory insufficient, and depending on this, the majority of them think they did not understand enough the applications of the renewed elementary music-teaching program (Gök & Tufan, 2016). Also, studies found that teachers did not have enough experience about "musical creativity" (Ağıl, 2015). Experience in the profession increases the perception of professional competence.
There is a relationship between perceptions of professional competence level and life satisfaction and general job satisfaction levels.

Student-Centred Approach
The majority of teachers think they do not understand enough of the renewed elementary music-teaching program.
Teachers find their level of knowledge about constructivist learning theory insufficient Teachers do not have comprehensive knowledge of the theory of multiple intelligences.
Teachers do not use movement-based learning activities enough in their lessons.
Teachers do not have enough experience about "musical creativity".
The more the number of students increases in a class, the more the teachers turn from the student-centered teaching styles into teacher-centered teaching styles.
The last theme given in Table 14 is "special education". It has one code, which is called "inclusive education". ies.ccsenet.org International Vol. 15, No. 1; According to the results of the studies, teachers asserted that they had no courses related to inclusive education during their undergraduate degree at the university, therefore they feel inadequate for this area (Sönmez, 2017). Teachers feel inadequate about inclusive education.
Teachers do not allocate extra time for mainstreaming students.
Most of them do not prepare individualized education programs.

Recommendations of the Studies
For the recommendations of the studies, four themes were formed. Table 15 shows the first theme, "undergraduate education". There are three codes under this theme, which are called "theoretical courses", "instrument courses", and "teaching profession". In general, under this theme, studies recommended topics such as more theoretical courses, more instrument courses, more movement-based exercises. Under the first code called "theoretical courses", studies suggested the revisions of the syllabus of music theory and accompaniment courses and hours of these courses (Çevik & Güven, 2011;Eroğlu, 2015;Öztürk, 2011). According to the second code of the theme called "instrument courses", similar recommendations made for bağlama and piano courses (Aydıner & Şen, 2011;Çağlak, 2008;Işık, 2008). The syllabus of major instrument courses also recommended a revision according to the needs of the profession. In addition, studies showed that the number of Turkish folk instrument courses should be increased (Aydıner & Şen, 2011;Çağlak, 2008;Işık, 2008) and the process of measurement and evaluation of the performance should be included in the instrument courses (Koç, 2011). According to recommendations on the "teaching profession" code, more activities about the profession, and more movement-based activities in the syllabus of Play-Dance-Music courses were suggested (Ağıl, 2015). Also, it was recommended that pre-service teachers need to be given opportunities to gain experience at schools where inclusive education takes place (Sönmez, 2017). The syllabus of courses on music theory should be revised, and the hours of these courses should be increased.
The syllabus of accompaniment courses should be revised, and the hours of these courses should be increased.
Practices on accompaniment should be included in the syllabus of the music theory courses

Instrument Courses
The number of Turkish folk instrument courses should be increased.
The syllabus of bağlama courses should be revised, and the hours of these courses should be increased.
The syllabus of piano courses should be revised according to the needs of the profession.
The syllabus of major instrument courses should be revised according to the needs of the profession.
In the instrument courses, the process of measurement and evaluation of the performance should be included in the curriculum.
Teaching Profession There should be more activities about the profession.
There should be more movement-based activities in the syllabus of Play-Dance-Music courses.
Pre-service teachers should be given opportunities to gain experience at schools where inclusive education takes place.
Drama education should be included. Table 16 shows another theme, "materials". There is only one code related to this theme, which is called "teaching materials". Studies recommended that examples of different teaching styles should be given in the music teacher's guidebook and teaching materials for school instruments should be prepared and shared with music teachers (Demir & Uygun, 2015;Şenol Sakin & Gürgan Öztürk, 2017).  Teaching materials for school instruments should be prepared and shared with music teachers.
The third theme showed in Table 17 is "policies". Under this theme, there are two codes called "cooperation" and "others". Regarding the cooperation code, studies indicated that MoNE should cooperate more with the education faculties (Çağlak, 2008). In addition to this, studies suggested that policies should be developed to increase the level of life and job satisfaction of music teachers so that music teachers' working conditions should be improved (Dursun, 2015).

Others
Policies should be developed to increase the level of life and job satisfaction of music teachers.
The working conditions of music teachers should be improved. Table 18 shows the fourth and the last theme, "in-service training". There are two codes which are called "the required subjects" and "others". Studies reported that teachers needed in-service training for the subjects of music theory, traditional Turkish folk music, movement-based learning activities, multiple intelligence theory, constructivism, special education, creative drama, teaching styles, and profession competences (Ağıl, 2015;Ayhan, 2016;Dursun, 2015;Eroğlu, 2015;Gök & Tufan, 2016;Kılıç, 2011;Sönmez, 2017;Talşık, 2016). The other recommendation about the in-service training is about the need analysis which should be done by using scientific methods on in-service training (Çiftçi, 2008). The number and hours of in-service training should be increased.
In-service training should be improved.
The need analysis should be done by using scientific methods on in-service training.

Discussion, Conclusion, and Recommendation
In this research, it was aimed to examine and evaluate thematically the studies on music teacher competencies, which were in effect between 2008 and 2017. In this context, studies conducted during this period were included in the research process, taking into account some criteria such as keywords, sample group of the studies, etc. As a result of the search with the determined keywords, a total of 314 studies were reached. Among them, it was seen that most of the studies were either discussing the self-efficacy perceptions about profession and pedagogical content knowledge areas (Akbulut, 2012;Dursun, 2015;Talşık, 2016) or the relationship between teaching self-efficacy and various variables such as gender, class degree, academic achievement, music teacher competencies etc. (Birer & Sonsel, 2013;Deniz & Kürücü, 2019;Güleryüz & Demirci, 2016;Şeker, 2017;Tunç & Bulut, 2016;Yağcı & Aksoy, 2015;Yokuş, 2014). One of the other important criteria for the inclusion of the studies in the scope of this research was the samples of the studies consisted of music teachers. The surprising result was that only 20 of these studies were conducted with music teachers. Studies other than these 20 were ies.ccsenet.org International Vol. 15, No. 1; mostly conducted with music teacher candidates. Even this finding obtained at the first stage of the research can be considered a striking finding because it shows that a very small part of the studies on a subject that directly concerns music teachers were done with music teachers. The reason for the preference of music teacher candidates can be explained by easy access to this sample group by researchers. It is not always easy to reach music teachers because of the processes related to the permissions for the research. Since the competencies are directly related to teachers, studies done with music teachers should be increased to get stronger and reliable results about the current situation of the field. So, it is recommended for researchers to conduct research into the real environment of the music teacher.
When it is looked at the studies' in general, it is seen that most of the studies used the descriptive survey design and the case study design. Also, data collection tools were mostly in the form of survey, scale and interview. As it is known that the studies which used descriptive or case designs are mostly involve revealing or determining the existing situation. So, many topics and problems about the music teacher competencies were revealed using these kinds of studies. For future studies, these studies can be considered as preliminary studies. However, it is recommended that different types of researches should be developed and enriched by using different methods or research designs. Besides conducting various kinds of studies, it can also be suggested to develop some projects with the collaboration of researchers and relevant people in the field. In this way, the competency areas can be handled in different directions.
When it is looked to the studies about the competency areas, it is seen that they are mostly related to planning and regulation, the theoretical applied knowledge and skill and professional development. Other competency areas like music culture, monitoring and evaluation and school-family-society and interdisciplinary cooperation are not studied in depth. This can be the reason that more theory-based education in Turkey is given and education focuses more on planning and regulation of the profession. Therefore, it can be suggested that all mentioned competency areas should be equally studied in order to improve music teaching competency areas.
When it is looked at the studies overall, the studies were mostly pointed out both the inadequacy of some courses in the undergraduate program and the required subjects in the in-service training. Regarding this problem, which is often referred to in the studies, course contents (especially the courses of school instruments, accompaniment, piano and bağlama) in music education programs can be revised to suit the needs of teachers (Aydıner & Şen, 2011;Çevik & Güven, 2011;Eldemir, 2013;Şenol Sakin & Gürgan Öztürk, 2017). Another result frequently mentioned in the studies, teachers feel inadequate themselves about the student-centered approach and musical creativity (Ağıl, 2015;Gök & Tufan, 2016). So, even if teachers mostly consider themselves highly competent professionally (Akbulut, 2012), teachers who think their knowledge and skills are inadequate have more burnout (Talşık, 2016). According to these findings, it is suggested that the courses in the program require to be more functional for both undergraduate program and in-service training.