Secondary School Music teachers and their access to teaching career

Abstract

Music teachers in Spain do not hold a degree specifically aimed at teaching Music in secondary education. This means teachers' initial training varies greatly, as do the ways in which they conceive Music education. This paper aims to understand both the initial training of Music teachers as demanded by the different education laws and the actual training they receive. To that purpose we analyse the syllabi of specific Music degrees granting access to teaching in secondary education. We take Mishra and Koehler's TPACK framework as the foundation to know the proportion of music, pedagogical and technological contents in each of them. Thus, we realise that the importance given to a certain type of music training varies according to the concept and styles of Music supported in each degree. In all cases, however, pedagogical and technological contents are scarce. This paper contributes to a better understanding of the teaching career of secondary school Music teachers in Spain.