An examination of the professional competencies in teaching bağlama of the individual bağlama students in the faculty of education

The aim of this study is to examine the teaching competencies of 3rd and 4th-year bağlama students enrolled in the music teacher education program at faculties of education. The research was structured according to the single survey model, one of the general survey models. The study group consists of 16 bağlama students enrolled in music teacher education programs at various universities in Türkiye. Data were collected through a scenario-based open-ended questionnaire developed by the researcher. Participants' responses were evaluated using a pre-designed scoring rubric consisting of three sections, and the written answers were analyzed using descriptive analysis. The scoring rubric was developed based on expert opinions. According to the findings, participants' overall competency in teaching bağlama was found to be below average. An examination of the responses to the scenario questions revealed that participants developed limited instructional strategies for unique situations that may arise during the teaching process. It was observed that some participants gave superficial and non-explanatory responses such as "I would teach" to scenarios involving problem-solving or learning difficulties. This indicates that teaching competencies in music teacher education programs have not developed at a level that supports practical and lasting learning. The findings highlight the need to diversify practical teaching strategies related to bağlama instruction in undergraduate music teacher education programs and emphasize the necessity of training aimed at improving teaching competencies.