Abstract:

The purpose of this research is to examine the contribution of Music Teacher Kazım Usta to the field of music through his professional experiences, his field of influence and the development of his professional identity for his profession, and thus to investigate the meaning attributed to the music teaching profession. The phenomenology approach, which is a qualitative research design, was adopted in the study. In line with the research design, the structure and essence of music teaching as a profession were emphasized, based on the professional experiences of Music Teacher Kazım Usta. In addition to this, it was aimed to determine the meaning of music teacher based on the experiences of the students who chose the music field of Kazım Usta as a profession. Data were obtained from semi-structured interviews conducted face-to-face, online and using e-form. Criterion sampling method, one of the sampling methods for the study group, was used. The number of participants in the study consisted of 16 people. While analyzing the research data, the stages of bracketing, phenomenological reduction, imaginative variation, synthesizing meaning and essences were followed. As a result of the analysis of the data, it was seen that the structure and essence of the music teaching profession consists of the following features, based on the professional experiences of Music Teacher Kazım Usta; 1) discovering talent, 2) persuading students and their families and professionally directing them to the field of music, 3) involving the school administration, 4) being an idealist, 5) proving the importance of music as a lesson and a field, 6) assimilating music teaching, 7) become a brand as a music teacher. On the other hand, for students who have chosen music as a profession, the following factors drew attention to the meaning of the music teacher; 1) being the reason for choosing music as a profession for the student, 2) being a turning point in the student's life, 3) discovering and directing the potential in the student, 4) displaying a disciplined, caring, principled, equipped and forward-looking teacher. The results obtained in the research has showed that it is possible for a teacher to build his/her own professional identity and be successful by considering the relationship between the social and cultural context. However, it has also revealed that music teaching is in a structure that requires passion, commitment and continuous development. Therefore, in the process of training music teachers, questioning the philosophical and conceptual dimensions of the music teaching profession has been effective in the emergence of good practice examples and especially in the development of positive music teacher identities.

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