Pedagogical training idiosyncrasies: the case of tuba teachers in spanish conservatories
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https://doi.org/10.17979/digilec.2025.12.12669Abstract
Tuba pedagogy is an under-explored field within the Spanish context. As career opportunities for performers are limited, many tubists transition into teaching, often without formal pedagogical training. A central problem is that the training for conservatory teachers in Spain is overwhelmingly focused on performance, offering little dedicated preparation in specific methodological approaches for instrumental instruction. This issue is exacerbated by a lack of robust academic research in instrumental pedagogy that is effectively bridged with practical classroom application. Consequently, a dual deficit exists: a scarcity of specialized teaching resources and a lack of targeted training programs in higher education. This gap actively hinders the creation of structured, effective, and student-centered teaching methodologies. This study aims to describe the specific pedagogical training of tuba teachers in Spanish conservatories and to analyze the impact of such training on the development of their pedagogical awareness. The qualitative methodology is based on semi-structured interviews with tuba instructors of Spanish conservatories. The results indicate that the pedagogical preparation is insufficient and poorly adapted to the real-world demands of teaching a specialized instrument. Consequently, educators are compelled to construct their teaching identity through self-directed learning, practice and the influence of former teachers as models. This systemic flaw underscores the urgent need for an educational reform that integrates comprehensive, specialized and context-driven musical pedagogy into the core curriculum. Such a reform is vital for enhancing the overall quality and sustainability of music education across Spain.
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