Professional competencies in the initial training of music teachers in Secondary Education

Abstract

Initial teacher training requires the implementation of a series of didactic experiences that encourage active reflection about pedagogical practice, combined with interaction and dialogue. This study analyzes the expectations of trainees studying toward a master’s degree in Secondary Education in terms of the competencies they should acquire to become inclusive educators. In the course of their training, they are introduced to a series of didactic musical practices that help them identify and work on their professional competencies. This study’s evaluation-reflection-dialogue phase produces a series of results that are to serve as the basis of such competencies. Our study confirms that a secondary education music teacher needs to receive a truly multidimensional training designed to achieve musical, didactic, pedagogical, and personal competencies; the latter include a set of ethical and professional values that orient trainees to acquire a more inclusive outlook by paying heed to student diversity in the secondary-level classroom. The critical capacity of trainees regarding their professional competencies in initial training is thus stimulated by encouraging them to analyze and work on musical and personal teaching skills through a series of key activities that help them construct their professional identity.