APA 6th Edition Pesek, A. i Bratina, T. (2015). Vizija budućih glazbenih pedagoga i njihove osobne kompetencije. Školski vjesnik, 64 (4), 589-602. Preuzeto s https://hrcak.srce.hr/153130
MLA 8th Edition Pesek, Albinca i Tomaž Bratina. "Vizija budućih glazbenih pedagoga i njihove osobne kompetencije." Školski vjesnik, vol. 64, br. 4, 2015, str. 589-602. https://hrcak.srce.hr/153130. Citirano 16.10.2021.
Chicago 17th Edition Pesek, Albinca i Tomaž Bratina. "Vizija budućih glazbenih pedagoga i njihove osobne kompetencije." Školski vjesnik 64, br. 4 (2015): 589-602. https://hrcak.srce.hr/153130
Harvard Pesek, A., i Bratina, T. (2015). 'Vizija budućih glazbenih pedagoga i njihove osobne kompetencije', Školski vjesnik, 64(4), str. 589-602. Preuzeto s: https://hrcak.srce.hr/153130 (Datum pristupa: 16.10.2021.)
Vancouver Pesek A, Bratina T. Vizija budućih glazbenih pedagoga i njihove osobne kompetencije. Školski vjesnik [Internet]. 2015 [pristupljeno 16.10.2021.];64(4):589-602. Dostupno na: https://hrcak.srce.hr/153130
IEEE A. Pesek i T. Bratina, "Vizija budućih glazbenih pedagoga i njihove osobne kompetencije", Školski vjesnik, vol.64, br. 4, str. 589-602, 2015. [Online]. Dostupno na: https://hrcak.srce.hr/153130. [Citirano: 16.10.2021.]
Sažetak Future music educators qualifying for work in class at different educational institutions – in primary, secondary and music school should enrol at Music Pedagogics study on the premise they really like to work in this profession. However, almost a third of students would rather study at art academies and have decided for study of Music Pedagogics as they didn’t meet the conditions of enrolment to the aforementioned institutions. The research has proved that the majority of these students would like to teach best at music schools, however, at other aspects of the research, they do not basically differ from students who took music pedagogics as their primary choice: at their estimation of the quality of the study programme and their expectations related to study, at their wish for study at another music course as well as at self-analysis of personal traits. Positive statements at aforementioned aspects of the research have been mostly marked as it’s true indeed and it’s true. We can conclude that future music educators highly estimate their own personal competences for teaching and evaluate Music Pedagogics Department at Faculty of Education Maribor as a successful and quality educational establishment that meets their expectations. However, the issue is the vision of work at primary and secondary schools since students are aware of increasingly stressful conditions among teachers, students and their parents and also the lack of work enthusiasm in unpredictable situations.