The thesis reveals the actual problem of higher education pedagogy and professional training of future teachers - forming the future musical art teacher’s ethnocultural competence. The methodological principles have been grounded and the basic scientific principles (development, general connection, interdisciplinarity, dialectical unity of theory and practice, systemic) and general scientific and pedagogical approaches (dialectical, axiological, anthropological, noological, acmeological, professiography, competence, cultural, social and cultural, ethnocultural) have been highlighted.
The present state of the forming of musical art teachers’ ethnocultural competence has been analyzed and the content of the concepts "ethnocultural competence" and "forming of future musical art teachers’ ethnocultural competence " have been specified. The criteria (motivational and value, cognitive and creative, emotional and reflexive, evaluative and productive), indicators and levels (creative, productive, elementary) of their forming have been determined. In the thesis the sandwich model of the process of the future musical art teacher’s ethnocultural competence forming has been developed and presented for the first time. The model displays four planes, each of them contains own elements: professional and cognitive (general worldview and professional world-oriented guidelines, professional self-education, ethnocultural activity); ethnocultural (beliefs, customs, traditions, ceremonies); personality motivational (motives, values, personal culture, special ethnocultural features); operational and reflexive (gnostic, social-perceptual, constructive and organizational skills). The program of the future musical art teacher’s ethnocultural competence which consists of two blocks – theoretical and methodical and also practical and productive – has been theoretically grounded and developed. The ways of its realization have been outlined: the author's special course "Ethnocultural competence of the future musical art teacher’s" as the ensuring basis of the process effectiveness. A methodical tool for the special course implementation has been developed.
The effectiveness of the sandwich model and the program of the process of the future musical art teacher’s ethnocultural competence has been substantiated and experimentally verified.
The pedagogical experiment is aimed at checking the effectiveness of the sandwich model and the program of the process of the future musical art teacher’s ethnocultural competence.
Qualitative and quantitative analysis of the pedagogical experiment results confirmed the effectiveness of determined indicators of the criteria for the forming of ethnocultural competence - in the vast majority of students formation the future musical art teacher’s ethnocultural competence. Quantitative indicators and qualitative characteristics of manifestation of the levels of the future musical art teacher’s ethnocultural competence of students in the EG are significantly higher and even higher than of the KG. The reliability of the differences between the levels of students before and after the formative stage of the experiment has been verified using Pearson's criterion.
The conducting a pedagogical experiment confirmed the hypothesis of the thesis expediency on ensuring the unity and interaction of the criteria developed by the author's program. It has influenced the qualitative and quantitative changes in the indicators of the future musical art teacher’s ethnocultural competence. This undeniably confirms that the process of its forming in the students of the EG was successful, and the author's program for the future musical art teacher’s ethnocultural competence and scientific and methodological support was implemented effectively on the basis of the created special course.
