Comparative analysis of initial training of Primary and Secondary Music teachers in Europe

Teacher training is, without a doubt, one of the recurring research questions due to its importance for the success of the educational system and its improvement becomes a constant challenge in the educational field. The initial training of music teachers in primary and secondary school presents some very specific characteristics derived from the need to know a specific language and which is treated differently in many European countries. The objective of this study is fundamentally focused on carrying out a comparative analysis, using the content analysis technique, of three research reports on the initial training of primary and secondary music teachers through a series of analysis categories. with the purpose of describing their organization and establishing similarities and differences. Among the main conclusions obtained, we observe that the training pathways for the initial training of primary and secondary teachers have similarities fundamentally in terms of the centers where they are taught and the type of degree obtained after the studies are completed, but they differ in the prerequisites to be able to study them, the years of study and the degree of specialization necessary for qualification as a music teacher at both levels.