The Music Training of General Primary Education TeachersA Case Study at a Spanish University

Laburpena

This chapter presents a case study on the musical training that General Primary Education teachers receive at Palencia’s Faculty of Education, University of Valladolid (Spain). This training constitutes the common academic offer on the subject of Music for the future Primary teachers. The methodology is based on the case studies (Stake, 2010) and its intention is to learn the singularities of the case by describing the context, the analysis of documents and the gathering of data (directly observing classes, interviewing students and music teaching staff). The Atlas.ti software is used to analyze the data and the theoretical triangulation and the investigators. It analyzes aspects like the profile of the student body and the teaching staff, the balance between the musical contents and the didactic content, the use of ICTs, the development of creativity, the autonomy and the presence of diverse music and cultures. It concludes that the teaching of music does not seem sufficient to implement its knowledge in Primary classrooms. Factors such as the overwhelming number of students, the use of non-specific classrooms or the lack of quality music references present tension points on this initial training.