Master in music teacher education: Analysis of programs from the perspective of the knowledge-based society and economy

Abstract

The goal of this article is to analyse the adequacy of the written programs offered by Spanish universities in relation to the training of High School music teachers to the demands of schools and music classrooms in the knowledge-based society and economy. To reach this goal, a comparative documentary analysis of the programs of 26 Masters that offer music teacher education in Spain is executed. The results both in a general way, describing denominations, competences, structures, and credits of the programs; as well as in a specific way, defining typologies in the musical modules and practical training are presented. The conclusion is drawn that certain programs promote the construction of fundamental capacities to respond to the knowledge-based society and economy, such as reflective collective thinking and interdisciplinarity, creative thinking and entrepreneurship, technological integration, and innovation, as well as sensitivity to social issues. Although currently this is not the most common university orientation, since music teacher programs are still focused on the adaptation and perpetuation of eminently academic models, it does offer a positive vision of a commitment to teacher training that is desirable for all university programs.