El docente de música y el desafío de diseñar componentes pedagógicos en la educación musical superior: competencias, aptitudes y resultados de aprendizaje

Introduction: The higher music education teacher usually has skills associated with the technical musical domain to guide career students in this academic area, in addition to skills in pedagogical research; However, this multifunctionality needs to be complemented with soft skills related to the ability to build pedagogical components and instruments based on the institutional management to which one belongs at work. This work offers criteria on the challenges faced by the professional music teacher immersed in the administrative-teaching task that he carries out institutionally, to generate critical reflections and analyzes on the topic. Objective: Generate reflections on the challenge that the music artist teacher faces in his administrative role in the construction of pedagogical instruments through a literary review of associated criteria, for the understanding of the competencies necessary to face it. Method: Concepts and criteria are presented from a literary review for analysis and reflection on their competencies when assuming this task, especially when building institutional academic instruments. Conclusions: The review and analysis of literary criteria reveal the importance of addressing the difficulties that music artist teachers face in their administrative role for the design of pedagogical components, concluding that the main tools to face them are found in aptitude, soft skills and mastering actual academic learning outcomes.