Professional Music Competencies of Pre-Service Music Teachers: Guidelines for Designing a Bachelor of Education Program in Music Education

Abstract

          This academic article aims to synthesize approaches for developing professional competencies of pre-service music teachers in higher education, with an emphasis on music-specific competencies essential for effective school practice. The study employs documentary analysis of academic literature, relevant research, the Basic Education Core Curriculum B.E. 2551 (2008), music lesson plans for Grades 7–12, and interviews with in-service music teachers to develop a conceptual framework for course and curriculum design in music teacher education. The findings indicate that music teachers require comprehensive musical performance competencies and foundational knowledge, including music theory, Thai and Western music, vocal and instrumental skills, as well as abilities in listening, analysis, critical evaluation, creativity, and composition, supported by an understanding of historical and cultural contexts. In addition, music teachers must be capable of managing and teaching various ensembles and applying music technology and sound systems in school settings. Based on the synthesis, the study proposes an integrated curriculum framework encompassing core music skills, analysis and criticism, creative composition, music history and culture, and music pedagogy to enhance pre-service music teachers’ professional readiness and their capacity to develop students’ musical skills and cultural understanding.