Abstract

In some Western countries, the generalist teachers' initial training programmes are ceding to trainee teachers the responsibility for articulating musical and pedagogical knowledge. In a same education system, therefore, would arise many representations about the music education. This study aims to determine the pedagogical and musical training that Chilean accredited universities are imparting on their Primary Education Degree's programmes, in accordance with the Chilean education policy for the music education enacted by the Chile's Ministry of Education. The Holistic Architecture for Music Education is used as the research approach. Results show the Chilean reality is not different to other Western contexts because the relevance that universities assign didactics of music during initial teacher training is in scrutiny. Conclusions indicate inconsistencies between ministerial interests for music subject and universities' epistemic responses. It is imperative that college programmes are in line with the Chilean education policy. That is, the initial teacher training should be oriented toward the specialised training in "music education", which implies to domain both musical and pedagogical competences for carrying out didactics of music.