This exploratory study describes the design and implementation of a sound-based intervention in the initial training of specialist music teachers at a Spanish university. It aimed to create spaces geared towards more creative and contemporary approaches to musical learning in order to gauge the perceptions of trainee teachers regarding this kind of approach. The intervention (45 h of class time) was based on the creation of electroacoustic compositions following the SBM (Sound Based Music) approach using digital tools (Aglaya Play, AP). Qualitative process data were collected through self-reports, individual memories, and nine focus groups. The results suggest that the implementation of new intervention models that take into account the development of future teachers’ creativity with activities focused on exploration, experimentation, and creation with sound can generate new opportunities to enrich their teaching identities.

这项探索性研究描述了在西班牙大学专业音乐教师的初始培训中设计和实施基于声音的干预。它旨在创造面向更具创意和现代音乐学习方法的空间，以衡量实习教师对这种方法的看法。干预（45 小时的课堂时间）基于使用数字工具 （Aglaya Play， AP） 按照 SBM（基于声音的音乐）方法创建电声作品。通过自我报告、个人记忆和 9 个焦点小组收集定性过程数据。结果表明，实施新的干预模式，考虑到未来教师创造力的发展，通过专注于探索、实验和用声音创造的活动，可以创造新的机会来丰富他们的教学身份。