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The educational experience that we present here seeks to encourage change in the university training of future teachers, promoting interdisciplinarity and cooperative work based on the premise that project based teaching, as opposed to direct teaching, now represents the best didactic guarantee for an effective contribution to the development of basic competences and the learning of the curricular contents as it is a student-centred learning process which deals with learners’ needs and encourages learners to become more involved in the learning process of which they are the protagonists. Thus, we sought to study whether or not the balance between planning, flexibility and adaptation to the new situations that are made possible by project based teaching justifies its adoption as the didactic strategy to be implemented in the new syllabus plan for the Nursery School Education Degree. The aim of this teaching initiative has been to promote the following improvements in the learning process of future Nursery School teachers:-Increasing student performance by also acquiring cross-curricular skills that include reflection, synthesis, expression, communication, group work, public speaking, etc.-Developing student involvement in course work and boosting active learning.-Improving communication between students and lecturers in tutorials and making these tutorials more relevant for students.-Enhancing the quality of the teaching materials produced by students through the use of new technology.

In this paper, we present an educational experience developed at the University of Granada whose aim was to provide students taking the new degree in Music Education (Primary Education) with different methodological strategies which would enable them to learn in a much more active and critical way, whilst also encouraging a reflection on the teaching-learning processes of which they are the protagonists. Through an innovative methodological approach, we sought to help students taking the third year subject Music in Primary Educationto create and develop their own code for musical writing, thus encouraging imagination, experimentation and autonomous learning in the context of significant learning. Understanding musical language as a tool to perceive, analyse and better understand the world we live in represents an innovative resource that has allowed our students to acquire not only the professional competences that are part of their specialized field but also the specific contents related to music education that they will need to work as teachers in primary education.

Music Teacher Education is often the brunt of attacks regarding lack of preparation for teaching. This study try to illuminate the perceptions held by beginning music teachers regarding how they learn to be teachers, and to address concerns that arise from their practical experience. The report we present here includes information gathered by means of in-depth interviews given to several teachers in different Spanish music conservatoires. The findings reveal that new conservatoire teachers are concerned about knowing how to teach, and they use their teaching practice as an opportunity through which to develop an initial repertoire of teaching abilities.

In this paper, we aim to provide information on music courses which are currently being taught in higher education music conservatoires in Spain in order to reflect upon the features of such schools and the music model which is being produced, teacher-training and the relation between the teaching processes and what students are actually learning. All of which will lead to facilitating informed decision making to improve theses courses of study in the contest of the European Higher Education Area.