Economic rationale shaping music teacher education: the case of Spain Zamorano Valenzuela, Felipe Javier Arostegui Plaza, José Luis González Martín, Cristina Formación del profesorado de música Justicia social Educación y economía Educación musical Music teacher education Social justice Education and economy Music education 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. 2023-07-27T10:25:21Z 2023-07-27T10:25:21Z 2023-07-24 journal article Zamorano-Valenzuela, F. J., Aróstegui, J. L. y González-Martín, C. (2023). Economic rationale shaping music teacher education: the case of Spain. British Journal of Music Education, 1-11. doi: 10.1017/S0265051723000219 https://hdl.handle.net/10481/84046 10.1017/S0265051723000219 eng http://creativecommons.org/licenses/by-nc-sa/4.0/ open access Atribución-NoComercial-CompartirIgual 4.0 Internacional Cambridge University Press