In this master’s thesis, we explore the importance of pedagogical competencies in the education of future music educators. We have found that contemporary pedagogical approaches are based on a competency model that provides a comprehensive insight into the knowledge, skills, and personal attributes necessary for successful pedagogical work. We analyze the undergraduate and master’s study programs in music pedagogy at the Academy of Music, University of Ljubljana, placing them within the time frame between the academic years 2009/2010 and 2022/2023. The selected period covers the beginning of the Bologna reform of the study program and ends after the official end of the COVID-19 pandemic. We focus on the subject Sight Reading Choral Music. We examine its placement within the curriculum of the undergraduate study program, analyze its content, and compare the competencies students acquire through it with the subject-specific competencies of the undergraduate program in music education. We also present a selection of key competencies related to the subject and their connection to other courses within the program. Through concrete examples from the course syllabus, we demonstrate how competencies are developed during the Sight Reading Choral Music course. We highlight the broader significance and contribution of this subject in the education of future music educators at the Academy of Music, University of Ljubljana. The course provides a high-quality connection between theoretical knowledge and practical experience, which students can directly apply in their pedagogical work, especially when working with choirs. The development of pedagogical competencies is a dynamic process that requires an interweaving of academic knowledge and practical training. The thesis emphasizes the importance of a coordinated and holistic approach to the education of future music educators, wherein the subject Sight Reading Choral Music plays a key role in their further pedagogical careers.
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