Abstract:

This research aims to examine various aspects of the pedagogical relationship between teachers and learners who transfer folk music tradition in vocational music education institutions in different parts of Eurasia. The research is a phenomenological study focused on human experiences, prepared within the framework of a qualitative paradigm. In the research, the working group was formed from the stakeholders who continue the transmission of the folk music tradition by teaching and learning their own folk instruments in institutions providing undergraduate education in Central Asia and Anatolia. Interpretive phenomenological analysis method was adopted in the analysis of the data obtained at the end of the interviews. After the analysis, the metaphors used by the stakeholders to describe the relationship between them through their experiences, their leadership roles in their relationships and practices related to sharing, and the roles of the teacher other than knowledge transfer were analysed. Through the findings in the context of experience and roles, the teacher-learner relationship in today's folk music tradition was tried to be understood through the similarities and differences of master-apprentice, mentor-mentee relationships based on human and communication-based dynamics. Research findings are that the traditional master-apprentice relationship has left its place to the mentor-mentee relationship, except for some specific characteristics. In some experiences it is quite possible to observe traces of the traditional approach, but in particular, the formal and academic character gained by the relationship seems to have pushed the 'master' to the formal trainer and the 'mentor' position.

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