In the current landscape of higher education, the need for reflection, analysis, and reformation of music teacher education is fundamental. Arostegui (2011) and Buschmann and Malmberg (forthcoming) emphasize the importance of understanding and adapting music pedagogy programs to meet contemporary educational and societal challenges. At the same time, previous research, such as the OECD study (2018) and the Eurydice analysis (2021), has examined the teaching profession at an international level, identifying key reference points and challenges. Within this context, the meNet Learning Outcomes Report (2009) has focused on music teacher education, documenting crucial information regarding the training of music educators and how curricula are adapted to evolving educational demands.

This presentation is part of the ERASMUS+ TEAM project (Teacher Education Academy for Music: Future-Making, Mobility and Networking in Europe), which aims to reform both initial and continuing music teacher education (MTE) and school music education (ME) in Europe. The project aligns with the current needs of music teachers’ professional development, digitalization, intercultural learning, future sustainability, environmental sustainability, and social cohesion (https://teacher-academy-music.eu/). Specifically, Work Package 7 focuses on mapping music teacher education across Europe.

Within this framework, the presentation will highlight key findings from reports and questionnaires completed by higher education institutions in the spring of 2024. These data emerge from a systematic analysis of the diverse approaches adopted across European countries, reflecting differences in educational policies, cultural influences, and historical developments that have shaped the landscape of music teacher education. Variations are evident in several aspects, including student entrance processes to universities, pedagogical methods, curriculum structure and content, and assessment methods.

Documenting these differences underscores the importance of sharing best practices and exploring new ways to enhance the quality and effectiveness of music teacher preparation, as well as addressing the emerging challenges in the field.

• Curricula and critical approaches

Natassa Economidou Stavrou is a Professor of Music Education in the Department of Music and Dance at the University of Nicosia in Cyprus. She has presented papers at international conferences regarding music curriculum, teachers and children’s attitudes towards Music as a school subject, early childhood music education, music teacher education, students as curriculum co-negotiators, and effective music teaching. Her work has been published in refereed journals and books. She served on the board of the International Society for Music Education (ISME) from 2020 to 2024 and on the board of the European Association for Music in Schools (EAS) from 2015 to 2019. Natassa has co-coordinated the design and development of the latest Cyprus National Curriculum for Music, after appointment by the Ministry of Education in Cyprus. 

Smaragda Chrysostomou is Professor of Music Pedagogy and Didactics, at National and Kapodistrian University of Athens, Greece, teaching in undergraduate and postgraduate courses.  She teaches postgraduate courses at the University of Nicosia, Cyprus. She coordinates the ‘Arts and Culture’ team at the National project ‘Digital transformation and enrichment of educational context’. She served on the Board of the International Society for Music Education and its Executive Committee as well as the MISTE Commission. She is the Director of the Music Education Lab and the postgraduate program (MA) "Music Education in formal and informal environments" in her Department. ORCID ID: 0000-0001-7937-5566

Angeliki Triantafyllaki is Assistant Professor of Music Education at the Department of Music Studies, National and Kapodistrian University of Athens. She holds a PhD in Music Education and MPhil in Education from the University of Cambridge. She has a strong teaching and research track record in Greek, Cypriot and UK HEIs and European research projects. She is currently part of the ERASMUS+ project TEAM, focusing on teacher education and school music in Europe. She is an active member of ISME, member of the Editorial Board of the International Journal for Music Education and EPoME (European Association of Music in Schools). Since 2024 she serves on the IVMT Commission of ISME. Homepage: http://scholar.uoa.gr/a_triant/ 

Elissavet Perakaki (PhD, post-PhD) serves as a member of the teaching and research staff at the Department of Musical Studies at NKUA since 2020. She has taught music in public primary and secondary schools and conservatories since 1998. Her research interests include music in infancy, innovative teaching methods, creativity, music teachers’ training, and lifelong learning. She organizes music educational programs for infants-caregivers, children, and adults and participates in various European and local projects regarding music education. She is the author (Fagotto: 2008, 2009) and co-author (Fagotto: 2018 & 2023 and Ellinoekdotiki, 2021) of five books in Greek. She is the president of the Greek Society for Music Education (GSME) and is currently the chair of ISME’s Music in the Schools & Teacher Education Commission (MISTEC) for 2024-2026.