Historical Development of the Faculty of Education

Niğde Ömer Halisdemir University Faculty of Education has a long-standing tradition in teacher education in Türkiye, with its historical roots dating back to the Niğde Girls’ Primary Teacher School established in 1959. The school began its educational activities with 40 students in a building that would later serve as a teachers’ lodge, and it soon became one of the prominent teacher-training institutions in the region. While it initially provided education only for female students, male students were later admitted as day students. In the 1968–1969 academic year, the school moved to a new building that would later be used by the Faculty of Science and Letters; and beginning from the 1974–1975 academic year, a two-year Teacher Training Institute was established within its structure. This institute was separated from the Ministry of National Education in 1982 by Law No. 2547 on Higher Education and was affiliated with Selçuk University under the name “Niğde Education School.”

The duration of study at Niğde Education School was extended to four years starting from the 1990–1991 academic year. Following the establishment of Niğde University by Law No. 3837/25 dated 03.07.1992, the institution was renamed “Niğde University Faculty of Education” and commenced its activities with the Classroom Teaching Program. In the 1992–1993 academic year, the departments of Turkish Language and Literature Teaching, History Teaching, Geography Teaching, and Science Teaching were established within the Faculty; among these, students were admitted to Turkish Language and Literature Teaching, History Teaching, and Geography Teaching. With the opening of the Music Teaching and Art Teaching departments in 1995, the Faculty expanded to a structure comprising seven departments.

In 1998, within the scope of the Council of Higher Education’s “Restructuring of Faculties of Education Program,” the Faculty established the Departments of Fine Arts Education, Primary Education, Educational Sciences, Turkish Education, and Computer and Instructional Technologies Education. During this restructuring process, the Science Education Department and the History and Geography Teaching departments were closed. In 2013, the Faculty strengthened its academic structure with the addition of the Departments of Foreign Language Education and Special Education.

History of the Music Teacher Education Program

The Music Teacher Education Program of Niğde Ömer Halisdemir University Faculty of Education was established in 1995 and commenced its academic activities in the same year with a total of 60 students—30 in the daytime program and 30 in the evening program—admitted through a special talent examination. The founding head of the program was Assistant Professor Adil Vural, who taught violin courses within the undergraduate curriculum and, through his long-standing service at Niğde Girls’ Primary Teacher School, Niğde Teacher Training Institute, and Niğde Education School, made significant contributions to the development of the music teacher training tradition in Niğde.

Among the jury members of the program’s first special talent examination were Assistant Professor Adil Vural and Professor Muzaffer Arkan, a pioneering figure in the advancement of polyphonic music culture in Türkiye. Professor Arkan, who founded the Ankara Art Lovers Orchestra, the Ankara Radio Student Orchestra, the Ankara Madrigal Choir, and various chamber music ensembles, performed extensively at national and international levels. Moreover, he introduced the Orff-Schulwerk system to Türkiye in 1956 after returning from Germany, thereby pioneering its implementation in the country. His contributions played a decisive role in shaping the artistic and academic identity of the program.

The Polyphonic Choir formed during the program’s founding period—accompanied on piano by Professor Dr. Güler Demirova Györffy—achieved notable national and international success within a short time. The choir received second place in Türkiye and third place worldwide at the 1st International Ankara Choir Festival (1996), and under the direction of Professor Ahter Destan Merdzhanov, it earned first place in Türkiye and second place worldwide at the 2nd International Ankara Choir Festival (1998), significantly enhancing the program’s visibility at both national and international levels. Composed of program students, the choir performed a wide repertoire ranging from the 15th century to contemporary periods in public concerts held in Niğde, Adana, Ankara, Bursa, and Mersin, thereby making meaningful contributions to the cultural and artistic life of the region.

The concert given in Niğde on 6 May 1997 by world-renowned pianist İdil Biret constituted one of the key events that enriched the artistic atmosphere of the program. Following the concert, İdil Biret listened to the performance of a Mozart sonata by Mehtap Aydıner—then a piano student of Professor Muzaffer Arkan and now serving as the Chair of the Department of Fine Arts Education—and offered highly positive evaluations of her interpretation. Footage of this performance was broadcast on a nationally recognized news channel of the period, further increasing the visibility of the event. Music writer Ahmet Say was also present at the concert and expressed favorable opinions regarding the program’s artistic activities. At the reception held after the concert, Mehtap Aydıner was among the limited number of invited participants, together with the program’s faculty members; during the gathering, the university rector of the time, İdil Biret, Ahmet Say, Professor Muzaffer Arkan, Assistant Professor Adil Vural, and Professor Dr. Uğur Türkmen engaged in discussions on Türkiye’s cultural and artistic life.

The choir composed of the program’s first graduates performed concerts in five federal states of Germany between 17–24 September 1999 under the direction of Professor Arkan, receiving praise in the German press. Program students also gave concerts in Athens in 2000. Additionally, the choir members were invited to a ceremony held at the Presidential Residence on 23 March 2000 by President Süleyman Demirel on the occasion of the 25th anniversary of the Ankara Polyphonic Music Association. This invitation stands as a significant indicator of the program’s contribution to Türkiye’s polyphonic music culture and its national recognition.

Since its establishment, the Music Teacher Education Program has continuously fulfilled its mission of training qualified music teachers at regional and national levels, supported by distinguished artists and academics who have played important roles in Türkiye’s musical life.

Program Information

The Music Teacher Education Program was established in 1995 with the status of a Department. In 1998, in accordance with the restructuring regulations of the Council of Higher Education concerning the organization of higher education institutions, it was reclassified from a Department to a Division (Anabilim Dalı). Since its inception, the Division has admitted students through special talent examinations, and the evening program was discontinued in 2003. The program maintained an annual student quota of 30 until the 2024–2025 academic year; however, with the decision of the Council of Higher Education for the 2024–2025 academic year, the quota was reduced to 15. Students who successfully complete the program are awarded the degree of “Bachelor of Music Teacher Education.”

The Division currently employs 1 Professor, 2 Associate Professors, 4 Assistant Professors, 3 Lecturers, and 1 Research Assistant. The undergraduate curriculum of the Music Teacher Education Program was revised by the Council of Higher Education in 1997 and 2006. A subsequent comprehensive revision was implemented in accordance with the new template communicated by the General Assembly of the Council of Higher Education on 28 February 2017, and this curriculum remained in effect from the fall semester of the 2018–2019 academic year through the 2025–2026 academic year. The most recent comprehensive revision of the program was completed on 19 June 2025 following an extensive review and evaluation conducted by the Division of Music Education, and the updated curriculum is scheduled to be implemented gradually beginning in the 2025–2026 academic year.

The Division of Music Education serves as the academic and artistic unit responsible for administering the Music Teacher Education undergraduate program. It is committed to training highly qualified music teachers who integrate theoretical knowledge with practical competencies, and who possess contemporary, critical, and creative thinking skills. The educational process is conducted entirely in Turkish, on a full-time and face-to-face basis.

The Division operates in its dedicated building located on the main campus and is committed to providing high-quality education aligned with the fundamental aims of the national education system, thereby preparing future music teachers who will contribute to the education of the children and youth of the Republic.

Mission

The mission of the Division of Music Education is to educate highly qualified music teachers who integrate theoretical knowledge with practical competence, possess advanced artistic sensitivity, demonstrate strong pedagogical formation, and are able to engage with both national and global music cultures. The Division aims to cultivate educators who can effectively utilize music technologies and creative music practices, and who contribute to cultural sustainability and societal development. This mission is grounded in a contemporary, inclusive, and student-centered educational philosophy that seeks to ensure the holistic acquisition of the knowledge, skills, and competencies defined in the program outcomes—ranging from domain-specific expertise, instructional proficiency, performance capability, and technological literacy to cultural awareness, communication and collaboration skills, ethical conduct, and professional responsibility.

Vision

The vision of the Division of Music Education is to become a leading academic unit—recognized nationally and internationally in the field of music teacher education, distinguished by its scientific and artistic contributions, committed to principles of educational quality assurance, and dedicated to continuous improvement. In line with this vision, the Division seeks to strengthen all competency areas defined in the program outcomes by fostering an educational environment that promotes research-based learning, creative and critical thinking, interdisciplinary collaboration, artistic performance, the pedagogical use of music technologies, and cultural sustainability.

Purpose and Objectives

Purpose

The purpose of the Division of Music Education is to educate highly qualified music teachers who are capable of integrating the foundations of educational sciences with music theory and practice, pedagogical formation, and contemporary instructional approaches; who possess advanced artistic sensitivity and an awareness of cultural heritage; who can effectively utilize music technologies and creative music practices; and who are able to design inclusive, sustainable, and ethically grounded learning environments.

The program brings together, in a holistic structure, courses that support students’ musical, cognitive, affective, and psychomotor development, including Turkish Folk Music, Turkish Classical Music, Music History, Harmony and Accompaniment, Musical Hearing–Reading–Writing, School Instruments (Bağlama–Guitar), Choir, Orchestra–Chamber Music, Educational Music Repertoire, Educational Music Composition, Music and Movement, Music Technologies, Community Service Practices, and Teaching Practicum.

In this respect, the program is directly aligned with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 11 (Sustainable Cities and Communities – Cultural Heritage), SDG 3 (Good Health and Well-being), SDG 9 (Industry, Innovation and Digital Transformation), and SDG 10 (Reduced Inequalities).

Objectives

1. Educational Sciences and Teacher Formation

(PÇ1–PÇ4; SDG 4, SDG 10, SDG 16)

1. Analyze the education system, curriculum, and school climate based on theoretical foundations.
2. Plan instructional processes in accordance with individual differences, environmental conditions, and available resources.
3. Use instructional methods, assessment–evaluation tools, and educational technologies effectively.
4. Sustainably fulfill the responsibilities required by the teaching profession.

2. Musical and Artistic Competencies

(PÇ5–PÇ10; SDG 4, SDG 11, SDG 12)

5. Acquire advanced knowledge in Musical Hearing–Reading–Writing, harmony, form, and music theory.
6. Analyze and perform Turkish Folk Music, Turkish Classical Music, and Western music repertoires.
7. Recognize, analyze, and utilize the educational music repertoire in instructional processes.
8. Develop original musical productions (accompaniment, arrangement, composition) appropriate for educational settings.
9. Employ music and movement practices in inclusive learning environments.
10. Use music technologies creatively and pedagogically.

3. Pedagogical and Professional Competencies

(PÇ11–PÇ14; SDG 4, SDG 10)

11. Design effective instructional processes using contemporary learning theories and music teaching methods.
12. Develop appropriate instructional materials and lesson plans for different age groups.
13. Apply classroom management, guidance, and assessment–evaluation skills during teaching practice.
14. Integrate music–movement, drama, and creative learning approaches into lessons.

4. Research and Academic Development

(PÇ18; SDG 4, SDG 9)

15. Sustain professional development by following scientific, artistic, and cultural advancements.
16. Monitor current national and international approaches in the field.

5. Social Contribution and Service

(PÇ15–PÇ16–PÇ17; SDG 11, SDG 3, SDG 16)

17. Develop projects that enhance social awareness through music education within the scope of Community Service Practices.
18. Contribute to the preservation of cultural heritage by using Turkish Folk Music and Turkish Classical Music repertoires in community-based activities.
19. Develop music–movement and educational music practices that support the well-being of children and youth.
20. Provide artistic contributions to society through concerts, workshops, and cultural events at local and national levels.

6. Professional Ethics and Responsibility

(PÇ17; SDG 16)

21. Act in accordance with the ethical principles of the teaching profession.
22. Demonstrate sensitivity to cultural diversity, individual differences, and universal values.
23. Embrace a sustainable, equitable, and inclusive understanding of education.

Level, Qualifications, and Degree Awarded

Students who successfully complete the Bachelor of Music Teacher Education Program are awarded the degree of “Bachelor of Music Teacher Education.” The program is a four-year undergraduate program consisting of 240 ECTS credits.

The program corresponds to the following qualification frameworks:

24. First Cycle within the Qualifications Framework of the European Higher Education Area (QF-EHEA),
25. Level 6 within the Turkish Qualifications Framework for Higher Education (TYYÇ),
26. Level 6 within the European Qualifications Framework for Lifelong Learning (EQF-LLL). In accordance with these frameworks, the program meets the required knowledge, skills, competencies, and ECTS credit standards.

ISCED 2011 and TYYÇ Classification

27. ISCED Field of Education Code: 14 – Teacher Training and Education Sciences
28. ISCED Program Qualification Level: 6
29. ISCED Category (Profile): 64
30. ISCED Subcategory: 645 – Academically oriented bachelor’s degree
31. TYYÇ Main Field Code: 14 – Teacher Training and Education Sciences
32. TYYÇ Qualification Type (Profile): Academically oriented Level 6 bachelor’s degree

Turkish citizens are admitted to the program based on their scores from the Higher Education Institutions Examination (YKS) administered by the Measurement, Selection and Placement Center (ÖSYM), and their success in the special talent examination conducted by the Division. Candidates must rank within the top 800,000 in the relevant score type determined by ÖSYM.

Admission requirements for international students are determined in accordance with the relevant regulations of the University. For detailed information, applicants should contact the International Relations Office of Niğde Ömer Halisdemir University.

Niğde Ömer Halisdemir University, adopting the principle of lifelong learning, recognizes courses previously completed by students at other higher education institutions. If the learning outcomes of such courses are compatible with the learning outcomes of the program in which the student is enrolled, these courses may be exempted from the graduation credit requirements. Decisions regarding course exemptions are made by the Faculty Board in accordance with the relevant laws and regulations.

The Division of Music Education offers a high-quality undergraduate program designed to develop students’ musical knowledge, skills, and attitudes; to foster their adoption of contemporary music education approaches; and to strengthen their abilities in research, interpretation, and creative expression.

Within the scope of the program, students receive instruction in:

33. music theory, aural skills, sight-singing, harmony, and form,
34. individual instrument and piano training,
35. choir, chamber music, and ensemble performance,
36. music education theories and methods, instructional principles and methods, educational sciences, and professional teaching knowledge,
37. music technologies, recording, and sound design practices,
38. community service practices and school-based music education activities.

This structure aims to equip students with both artistic and pedagogical competencies.

The program places strong emphasis on developing students’ auditory perception, musical expression, creativity, critical thinking, and collaborative working skills. It supports the integration of current technologies into music education and encourages students’ participation in applied and theoretical research. This approach contributes to the formation of a contemporary music teacher profile that simultaneously values quality education, cultural sustainability, and societal engagement.

The primary teaching and learning methods used in the program include:

39. Lectures and in-class activities
40. Creative applications
41. Group work and ensemble performance
42. Reading and literature review
43. Assignments and project development
44. Seminars and presentations
45. Applied courses (individual instrument, choir, chamber music, etc.)
46. Artistic and social activities
47. Teaching practicum

Program-wide methods are detailed in the Program Learning Outcomes section, while course-specific methods are specified in the Course Description and Implementation Information section.

Graduates of the Bachelor of Music Teacher Education Program may work as:

1. music teachers in public and private schools affiliated with the Ministry of National Education,
2. music instructors in Public Education Centers and similar non-formal education institutions,
3. instructors in private music courses and arts centers,
4. specialists responsible for music education and activities in cultural and arts institutions.

In accordance with current regulations, graduates may be employed as music teachers within the Ministry of National Education provided that they meet the criteria and successfully complete the central examinations and professional entry requirements determined by the Ministry’s teacher training and appointment procedures.

Students who successfully complete the program may apply to master’s and, in some cases, doctoral programs in Music Education or related fields. Admission to graduate programs is based on undergraduate academic performance and scores obtained from the ALES examination administered by ÖSYM.

For applications to graduate programs in the Division of Music Education, candidates are evaluated through an interview/performance examination that assesses their artistic/musical, scientific, and academic competencies. Depending on institutional regulations, a certain level of foreign language proficiency may also be required.

A variety of assessment and evaluation methods are employed to determine the extent to which program learning outcomes have been achieved. The learning outcomes and assessment tools specific to each course are detailed in the course descriptions.

1. The primary assessment and evaluation methods include:
2. Midterm examination
3. Practical examinations
4. Final examination
5. Make-up examination
6. Quizzes
7. Assignment and project evaluation
8. Document and portfolio presentation

In determining the final course grade, the contribution of in-term activities may constitute up to 40%, while the final examination contributes between 40% and 60%.

Student achievement is evaluated on a scale of 0–100 and is converted into a letter grade at the end of the semester using a relative grading system in accordance with Senate principles. Detailed regulations can be found in the “Niğde Ömer Halisdemir University Associate and Undergraduate Education, Teaching, and Examination Regulations.”

To graduate from the Music Teacher Education Program, a student must:

9. Successfully complete all courses in the curriculum, totaling 240 ECTS credits, and
10. Achieve a minimum cumulative grade point average of 2.00 on a 4.00 scale.

Further details are specified in the relevant University regulations.

The Bachelor of Music Teacher Education Program at Niğde Ömer Halisdemir University is offered on a full-time and face-to-face basis.