The Türkiye Century Maarif Model from the perspective of music teachers: Opportunities, challenges, and recommendations Müzik öğretmenlerinin gözünden Türkiye Yüzyılı Maarif Modeli: Fırsatlar, zorluklar ve öneriler

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SATMAZ İ.

Online Journal of Music Sciences, cilt.11, sa.2, ss.520-534, 2026 (Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 11 Sayı: 2
  • Basım Tarihi: 2026
  • Doi Numarası: 10.31811/ojomus.1852079
  • Dergi Adı: Online Journal of Music Sciences
  • Derginin Tarandığı İndeksler: Scopus
  • Sayfa Sayıları: ss.520-534
  • Anahtar Kelimeler: music curriculum, music education, music teachers’ views, müzik eğitimi, müzik öğretim programı, müzik öğretmeni görüşleri, Türkiye Century Maarif Model, Türkiye Yüzyılı Maarif Modeli
  • Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
  • Çanakkale Onsekiz Mart Üniversitesi Adresli: Evet

Özet

This study aims to examine music teachers’ views on the new curriculum approach within the framework of the Türkiye Century Maarif Model (TCMM), focusing on the opportunities offered by the model, the challenges encountered in practice, and suggestions for improvement. The study was designed as a qualitative case study and conducted with 12 music teachers working in 12 statistical regions of Türkiye during the 2025–2026 academic year. Data were collected through a semi-structured interview form and analysed using content analysis under four themes: (1) general views, (2) opportunities, (3) challenges, and (4) recommendations. The findings indicate that teachers largely perceive the TCMM music curriculum as similar to previous programs, although they find certain implementation-facilitating elements more visible. While a significant proportion of participants stated that the program does not offer new opportunities, major structural problems emerged in practice, including insufficient lesson hours, lack of instructional materials, absence of music classrooms/workshops, overcrowded classes, and low student participation. Teachers recommended increasing lesson hours, strengthening music classroom and material infrastructure in schools, expanding access to specialist music teachers, and supporting the program in a more realistic manner aligned with field conditions.