The dissertation is devoted to the theoretical and experimental research of the issue of formation of future music art teachers’ professional competence in the process of learning special disciplines.
The scientific novelty of the obtained results is that:
– for the first time the pedagogical conditions of formation of future music art teachers’ professional competence in the process of learning special disciplines (formation of the seekers’ positive motivation for professional development and future musical and educational activity; creation of a developmental and creative educational environment in the higher pedagogical education institution; interdisciplinary integration of the content of special disciplines and other educational components of music art teachers’ professional training; upgrading of music art teachers’ professional training); the structural-functional model of formation of future music art teachers’ professional competence in the process of learning special disciplines, which consists of objective, theoretical-methodological, content, organizational-procedural and estimative-effective blocks, has been designed;
– the content of special disciplines (introduction of additional topics, updating of practical tasks and tasks for independent work), forms, methods and tools of their studying by the higher music-pedagogical education seekers; the criteria (personality-incentive, cognitive, functional, reflexive) with the appropriate indicators and levels (high, medium, low) of the formation of future music art teachers’ professional competence based on the competence approach have been improved;
– the essence of the concepts «competency», «competence», «professional competence», «teacher’s professional competence», «music art teacher’s professional competence», «special disciplines», «formation of future music art teachers’ professional competence in the process of learning special disciplines»; the structure of future music art teachers’ professional competence (value-motivational, cognitive, activity-creative, reflexive-evaluative components) have been clarified. The Theory and practice of formation of future music art teachers’ professional competence have been further developed.
The practical significance of the obtained results lies in designing and implementing pedagogical conditions and structural-functional model of formation of future music art teachers’ professional competence in the process of learning special disciplines; non-credit academic discipline ‘Future music art teachers’ professional competence’ and methodological guidelines for mastering its content; diagnostic tools for establishing the levels of formation of the under investigation phenomenon.
The research materials can be used in the development of curricula, educational programs in order to increase the efficiency of the process of professional training of the higher music-pedagogical education seekers.
