Competencies of music teachers in primary schools in Catalonia
An exploratory study
Bibliographic Data
| ID | 21496648 |
|---|---|
| Authors | Andrea Fernández Barros (0000-0001-5818-439X, Universitat de Lleida), Albert Casals (0000-0002-3161-668X, Universitat Autonòma de Barcelona, corresponding author) |
| Year | 2025 |
| Pages | 1-18 |
| Publication date | 2025-08-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2025.2541825 |
| OpenAlex | W4412855137 |
| Language | EN |
| References cited | 35 |
The Catalan school system includes a wide variety of school models and teaching roles. In this context, initial teacher education faces the challenge of adapting effectively to the specific competencies required by schools. This article presents a study conducted with music teachers as part of a broader project involving seven Catalan universities. The study was based on two questionnaires distributed to primary schools in Catalonia (N = 92), one addressed to music teachers and the other to school management teams. The aim was to identify the professional competencies currently expected of music teachers. The findings reveal the key competencies considered essential by both groups for effective teaching: strong classroom management, enthusiasm, collaborative skills, and the ability to serve as a musical role model. These elements not only define essential areas of expertise but also reflect aspects of the professional identity that music teachers embody in school communities
Exploratory research · Mathematics education · Music education · Pedagogy · Primary education · Sociology · Diverse Music Education Insights · Education and Teacher Training · Educational Practices and Policies · Psychology
Teacher collaboration
The Discovery of Grounded Theory
Challenges for music in initial teacher education and in schools
An opportunity to develop respect and responsibility through a socio-musical program in a primary school
Music education instructors’ perceptions about pre-service music teacher education in Spain
The effective music teacher
‘I do not like what I am becoming but…’
The emotional practice of teaching
Surveying Colorado Band Directors’ Opinions of Skills and Characteristics Important to Successful Music Teaching
Preservice and Experienced Teachers' Opinions of Skills and Behaviors Important to Successful Music Teaching
An Assessment of the Classroom Performance of Music Teachers
| Citation velocity | historical |
|---|---|
| Highly cited | No |