Skrypnyk O. Formation of professional image of future teachers of choreography in the process of professional training

The thesis generalizes the main tendencies and features of formation of professional image of future teachers of choreography in the process of professional training. Professional development of teacher is a long process that requires constant improvement of professional competencies. The preparation of the young generation, motivation and further activity of students – future teachers of choreography depend on the extent to which the teacher of choreography is able to emotionally and convincingly convey the meaning of movements and feelings, artistic and aesthetic taste of the teacher, charisma and pedagogical intuition. In the structure of preparation for creating a professional image, three interrelated components were identified and substantiated – motivational, cognitive and activity, the functioning of which in the educational process form a complex and multifaceted phenomenon – the professional image of the future teacher of choreography. In the formation of the professional image of future teachers of choreography three criteria were defined – personal-axiological (corresponds to the motivational component), professional-pedagogical (corresponds to the cognitive component), external-behavioral (corresponds to the activity component). According to the criteria, high, medium and low levels of professional image formation were differentiated. In the process of the scientific research the structural-functional model of formation of professional image of future teachers of choreography was developed and theoretically substantiated, which consists of four interconnected blocks – conceptual-target, organizational-semantic, operational-technological and result- evaluative. Based on the purpose, content and tasks of forming the professional image of future teachers of choreography, the main methodological approaches and principles (general didactic and specific) of the structural-functional model were determined; three interrelated stages of the process of professional image formation (initial, basic, final) were substantiated, which lead to a guaranteed learning outcome – the formed professional image of the future teacher of choreography and the ability to improve it. The practical implementation of the structural-functional model in the educational process took place with the help of educational and methodological support for the formation of the professional image of future teachers of choreography. The indicators of systematization, validity and depth of knowledge of future teachers of choreography who studied using the author’s developed methods were higher than those who studied according to the traditional study program, which is confirmed by the results of the pedagogical experiment.