The subject of music pedagogy in music teacher training: a curricular analysis
DOI:
https://doi.org/10.51247/pdlc.v6i2.544Keywords:
Music pedagogy, music teacher training, curriculum analysis, music educationAbstract
The present research aimed to explore music teacher training in music pedagogy. A systematic review of the academic literature was carried out, including articles, book chapters and relevant documents. The main findings revealed that music pedagogy occupies a central place in teacher training, although a diversity of approaches and emphases was observed in the different curricula analysed. A wide range of contents and objectives relevant to the subject of music pedagogy was identified, although a certain lack of articulation between theory and practice was observed. The importance of implementing active and participatory teaching and assessment methodologies was highlighted. Finally, a number of current challenges and trends in music teacher training in music pedagogy were identified, such as student diversity, integration of technology and assessment of musical learning. It is concluded that training in music pedagogy is a complex and dynamic process that requires critical reflection and continuous adaptation to the changes and challenges of the field of music education. It is recommended to strengthen training in music pedagogy, integrate theory and practice more effectively, pay more attention to student diversity and the integration of technology.
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Copyright (c) 2025 Leonela Yajaira Granda-Asencio, Verónica Jacqueline Guamán-Gómez, Jonathan Jeremías Jimbo-Masabanda
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