The effect of mentoring roles of mentor teachers on the change in music preservice teachers' music teaching self-efficacy beliefs

The aim of this research is to examine the effect of mentoring roles of mentor teachers within the scope of Teaching Practice course on the change in music teaching self-efficacy beliefs of music preservice teacher. The research model is the explanatory sequential mixed methods which is one of the mixed methods types. . The participants of the study are 11 music preservice teacher who are studying at the Faculty of Education, Music Teaching Department, 4th grade level in the 2021-2022 academic year and are enrolled in the Teaching Practice course and want to participate in the research, and 2 practice teachers in charge of the course. As a quantitative pre-test and post-test, only the "Self-Efficacy Belief Scale for Music Teaching" was applied to the music preservice teacher during the Teaching Practice 1 and 2 course, and at the end of the process, the "Preservice Teacher Mentoring Roles Scale" and the practice teachers were applied the "Consultant Teacher Mentoring Roles Scale". Wilcoxon Signed Ranks test was used to reveal the level of significance between the pre-test and post-test results, and Mann Whitney U was used for perception differences between groups. Content analysis was also used in the analysis of qualitative data. In the quantitative dimension of the study, no statistically significant difference was found in the self-efficacy beliefs of music teacher candidates within and between groups. Pre-service teachers and practice teachers stated in the scales and interviews that they assumed mentoring roles during the course. Practice teachers stated the deficiencies and inadequacies of the candidate teachers in certain subjects in the process. (E.g. not using instruments and voices, not activating the lesson)