This article discusses the literature on music teacher education programmes for mainstream education in order to undertake critical reflection on what we are doing and why in our university classrooms, what theories are implicit and what could be done to improve our programmes. After analysis, mainly from European contexts, and considering the Spanish one in particular, we find an influence of the economic – and, ultimately, political – rationale on substantial aspects, manifested in apparent disjunctions between musical and educational features, as well as in formal issues, fundamentally due to the European Higher Education Area. In the end, it is concluded that, without renouncing the economic aspects, curricula should be more addressed towards the integration of pedagogical and musical knowledge, and the treatment of aspects related to social justice, if we do not want an uncritical reproduction of rationalities that are often obsolete in the training of pre-service music teachers.

本文讨论了主流教育音乐教师教育项目的文献，以便对我们在大学课堂上所做的事情和原因、隐含的理论以及可以采取哪些措施来改进我们的项目进行批判性反思。经过主要来自欧洲背景的分析，特别是考虑到西班牙的背景，我们发现经济——最终是政治——理由对实质性方面的影响，体现在音乐和教育特征之间的明显脱节，以及形式上的脱节。问题的根源在于欧洲高等教育区。最后得出的结论是，在不放弃经济方面的情况下，如果我们不想不加批判地再现理性，那么课程应该更多地致力于教学和音乐知识的整合，以及与社会正义相关的方面的处理。在职前音乐教师的培训中往往已经过时。