The research presents a theoretical justification and proposes a new solution to the problem of forming future vocal teachers’ artistic-didactic competence. Among the methodological foundations of solving the problem of forming future vocal teachers’ artistic-didactic competence, anthropological, axiological, personality, praxeological, competence, and acmeological approaches are primarily characterized A model of the methodology of forming future vocal teachers’ artistic-didactic competence is proposed, which consists of target, theoretical-methodological, procedural-operational and evaluation-resultative blocks.
The effectiveness of the methodology of forming future vocal teachers’ artistic-didactic competence has been experimentally verified. The specified methodology was implemented during the didactic-orientational, didactic-cognitive, didactic-implementation stages of the experiment with the help of the developed pedagogical conditions (actualization of positive motivation for the acquisition of artistic and didactic competence in future vocal teachers, integration of artistic and didactic components of the future vocalists training, stimulation of artistic-didactic self-projection of future vocal teachers), pedagogical technologies (project modeling of vocal classes, artistic-didactic insight, self-projection of the trajectory of achieving artistic-didactic excellence) and methods (motivational-didactic polylogue, artistic-didactic discussion, round table, conversation-message, artistic-didactic projecting, artistic-didactic brain-ring, vocal competition, workshop, partial search, empowerment, artistic-didactic role play and game projecting, identification, artistic-didactic exaggeration, scribing, critical thinking, vocal and pedagogical illustration, presentations of the scientific and methodological experience of vocal teachers of the past and present, didactic commenting, creation of a bank of systematized artistic and didactic data, training for project modeling of vocal classes, modeling of didactic materials using digital technologies, self-analysis of one’s own artistic-didactic materials, instruction, training, communicative interaction of the participants in the pedagogical process, self-projection training, temporal artistic-didactic training, artistic-didactic reflection, training on artistic-didactic variation of the educational process, pedagogical observation, etc.), which dominated at each of the stages.
