The competences of music teachers in initial training from the perspective of Master's Degree students in Teacher Training

Initial teacher training requires the implementation of a series of didactic experiences that encourage active reflection about pedagogical practice, combined with interaction and dialogue. This study analyzes the expectations of trainees studying toward a master's degree in Secondary Education in terms of the competencies they should acquire in their professional teaching practice. The study uses educational ethnography as a research methodology in a training context of practice-based study, analysis and discussion of music teachers' competences. Pre-service teachers affirm that a secondary education music teacher needs to receive a truly multidimensional training designed to achieve musical, didactic, pedagogical, and personal competencies; the latter include a set of ethical and professional values for teaching practice. Encouraging trainees to be critical of their professional skills strengthens their professional identity.