The monitoring of student perspectives and preconceptions of teacher candidates has
become an area of growing interest in educational research. Through such investigations,
teacher education can more effectively support the processes of professional socialization
and actively shape the development of professional aidentity. In our research, we
examined university students enrolled in music teacher education programs. By analyzing
their career conceptions, we identified various attitudes and explored the underlying
characteristics that define distinct student profiles. This study presents a segment
of our broader research project, focusing on career factors that influence teacher
candidates’ orientation and the student typologies emerging from them. Based on our
findings, we identified five student types, the recognition of which highlights the
need for more supportive and personalized approaches in addition to the development
of professional competences, in order to strengthen the effectiveness of music teacher
education and foster long-term commitment to the teaching profession.
