In the context of falling recruitment to Initial Teacher Education programmes in the UK, this article focuses on motivators and demotivators affecting undergraduate students’ attitudes towards training as a teacher and considers these under the broad headings of altruistic (such as wanting to share a love of the subject and working with young people) and pragmatic (stable career, regular salary, good holidays). A review of the literature suggests that there are differences between the US and the UK in terms of the extent to which students can develop an identity as a teacher during their formative undergraduate years. An online survey was distributed to undergraduates in UK higher education institutions, the results were related to the issues identified in the literature and the differences between genders examined. The results suggested that there was no single significant barrier to undergraduate students deciding to train as secondary music teachers, but that there are opportunities to increase the number of students developing an identity as a music teacher while studying for their undergraduate degrees, and some gender-specific issues which could be addressed.

在英国初始教师教育项目招聘人数下降的背景下，本文重点关注影响本科生对教师培训态度的激励因素和消极因素，并在利他主义的广泛标题下考虑这些因素（例如希望分享对教师的热爱）主题和与年轻人一起工作）和务实（稳定的职业，固定工资，良好的假期）。对文献的回顾表明，美国和英国在学生在本科阶段形成教师身份的程度方面存在差异。向英国高等教育机构的本科生分发了一项在线调查，结果与文献中确定的问题以及所研究的性别差异有关。