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Music Teacher Competences Oriented Toward Inclusive Education: An Analysis of Proposals in the Initial Pre-Service Teacher Training Phase

Author

Listed:
  • Luis del Barrio
  • Oscar Casanova
  • Ana M. Vernia

Abstract

Initial pre-service teacher training should include insights and learning that are closely related to classroom practice. In this paper, we analyse the expectations voiced by pre-service teachers studying toward a master’s degree in secondary education as well as by in-service teachers. Both groups participated in a 6-month professional development project focusing on the competences they need as music teachers in order to achieve inclusion in the classroom. Results from interviews and focus groups confirm that music teachers require multidimensional and correlated training that combines and integrates didactic, pedagogical, disciplinary, and transversal competences in their professional practice. Multidimensional correlated training and a critical teaching attitude are essential for teachers to be equipped to rationally address music learning needs and problems in the inclusive classroom. Findings of this exploratory study can be used as guidelines for policy makers and curriculum developers.

Suggested Citation

  • Luis del Barrio & Oscar Casanova & Ana M. Vernia, 2024. "Music Teacher Competences Oriented Toward Inclusive Education: An Analysis of Proposals in the Initial Pre-Service Teacher Training Phase," SAGE Open, , vol. 14(4), pages 21582440241, October.
  • Handle: RePEc:sae:sagope:v:14:y:2024:i:4:p:21582440241293599
    DOI: 10.1177/21582440241293599
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