The investigation of targeted competencies and respective learning
environments in two cases of piano teacher education aimed to identify
themes for higher music education programme development. Application of
the model of six instrumental/vocal music teacher roles resulted in the
conceptual understanding of these roles in four permeable spheres of
activity: artistic individuality; pedagogical interaction; professional
reflection; and contextual communication. Findings indicate that the
targeted competencies were similar in both cases, and were found
congruent with the role descriptions of the model, while the provided
respective learning environments presented notable differences. Through
the comparison of these differences several issues emerged that propose
themes for discussion in piano teacher education development. Programme
developers should consider to facilitate accessibility of teacher
qualification and education, to increase, enhance and broaden practical
experiences for student teachers, and to promote closer cooperation and
intensified exchange with working life, that is, local professionals and
institutions.