The convergence towards the European Higher Education Area (EHEA) has supposed a decisive change in the university reality: the new system provides the student the acquisition of the necessary competencies for the suitable development of his future professional activity, involving him in an active way on his learning process (Gonzalez and Wagenaar, 2003).

In Spain this transformation has been reflected, specially, in the Bachelor’s Degree in Primary Education studies. These have diminished the subjects destined to the training of specialized teachers in different didactics, promoting the figure of the general teacher. That situation is not a new one because the educational functions that future teachers will have to develop are similar to the existing ones in the educational Spanish system previous to 1990, when the same professional was attending to different fields of knowledge.

In this sense, different studies have been centred on analysing the musical training of the general teachers and their aptitude to take to the practice musical activities in the primary school (Byo, 2000; Georgii-Hemming and Westvall, 2010; Hallam, et to, 2009; Holden and Button, 2006). The conclusions of these investigations indicate that the musical teaching, that the general studies teachers receive, is limited and, as a result, that lack affects to their ability to give the subject in a suitable way. In consequence, this generates that the teacher who does not feel qualified to carry out musical activities avoids them in class (Russell-Bowie, 2009).

Following this line of argument, the present work studies the musical training developed in the current Degree in Primary Education comparing it with the curricular requirements demanded for that level of studies. From this premise the following aims have been established:

 -          To find out if the musical training which is received by the students of the Degree in Primary Education favors the acquisition of the necessary professional competencies to give the subject of Music,

-          To evaluate the self-concept that the students of the Master Degree in Primary Education have on the musical knowledge that they have acquired.

Byo, S. (2000). Classroom teachers’ and music specialists’ perceived ability to implement the national standards for music education. Arts Education Policy Review 101(5), 30-35. Decreto 22/2007, de 10 de mayo, del Consejo de Gobierno, por el que se establece para la Comunidad de Madrid el currículo de la Educación Primaria. González, J., & Wagenaar, R (2003). Tuning educational structures in Europe: final report. Bilbao: Universidad de Deusto. Georgii-Hemming, E., & Westvall, M. (2010). Teaching music in our time: student music teachers' reflections on music education, teacher education and becoming a teacher. Music Education Research, 12 (4), 353-367. DOI: 10.1080/14613808.2010.519380. Hallam, S., Burnard, P., Robertson, A., Saleh, C., Davies, V., Rogers, L., & Kokatsaki, D. (2009). Trainee primary-school teachers’ perceptions of their effectiveness in teaching music. Music Education Research, 11(2), 221-240. doi: 10.1080/14613800902924508. Hilary Holden and Stuart Button (2006). The teaching of music in the primary school by the non-music specialist. British Journal of Music Education, 23, 23-38. doi:10.1017/S0265051705006728. Russell-Bowie, D. (2009). What me? Teach music to my primary class? Challenges to teaching music in primary schools in five countries. Music Education Research, 11(1), 23-36. doi: 10.1080/14613800802699549 Yim, Abd-El-Fattah, & Lee (2007). A rasch analysis of the teacher music confidence scale. Intenational Educaion Journal, 8(2), 260-269.