The thesis raises the issue of forming professional competence in future music teachers on the basis of interdisciplinary coordination as a factor contributing to the success of their multi-vector and multifunctional activities. The professional competence of a music teacher is considered as a functionally determined phenomenon, the formation of which plays a decisive role in the performance of tasks peculiar to it, namely: musical and educational, the purpose of which is the positive influence of the teacher on the attitude of school students to the art of music and their ability to adequately perceive artistic figurative content of musical works; performance and illustrative, which requires appropriate musical and performance, in particular, vocal, instrumental, vocal and choral and conducting training and the teacher’s mastery of the skills of presenting musical works in music making and as a concertmaster during learning the song repertoire with school students; formative and amateur, the task of which is to teach school students the types of music making available to them – singing, rhythmic and instrumental exercises, game-theatricalization of the song repertoire, etc.; developmental and creative, aimed at the development of musical abilities of school students, their mastery of the skills of combinatorial and improvisational operation of musical and auditory representations, activation of fantasy, artistic and associative imagination; musical and educational, which is solved in the process of acquiring methodological competence in arming school students with knowledge in the field of musical art, in particular – elements of notation. The essence of the phenomenon of “interdisciplinary coordination” is considered, which means the establishment of a systematic and flexible relationship and purposeful integration of the content of the educational material, aimed at the formation of deep and generalized knowledge, mastering the principles and mechanisms of the algorithmic formation of musical and practical actions and the ability to creatively apply them in the process teaching music to school students. The work proves the expediency of addressing the paradigmatic provisions of scientific approaches: competence, integrative, individual and personal, polysubject and dialogic, praxeological, reflexive, innovative, as well as the principles of their implementation. Pedagogical conditions for promoting the effectiveness of the implementing interdisciplinary coordination of the acquisition of professional competence are substantiated, they are as follows: stimulating guidance on the growth of independence and creative activity in the process of acquiring professional competence; provision of a favuorable environment for professional and creative interaction of all subjects of the educational and training process; application of modern technologies for the implementation of ideas of interdisciplinary coordination in the process of formation of students’ professional competence.Checking the effectiveness of the developed methodology involved diagnosing the ascending level of formation of the studied construct, which was carried out according to instructional and mobilizatory, cognitive and competent, functional and performing, formative and communicative, reflexive and intentional criteria with appropriate indicators. Research work was carried out in three stages: mobilizatory and motivational, formative and consolidating, creative and verifiying.At the first, mobilizatory and motivational stage, the main attention was paid to the formation of the personal and motivational component of professional competence. At this stage, interactive methods were used: round table meetings, “brainstorming”, brain-ring, as well as suggestive relaxation and empathic communicative trainings, which formed students’ ability to master the technologies of releasing psychological and muscular states and emotionally-willed self-regulation; the skills of coordination of movements, distribution of attention, mastering of soft skills and the ability to improvisationally, improving the executive stability of future specialists and spontaneously respond to various quasi-pedagogical situations were improved.At the second, formative and consolidating stage, attention was paid to the formation of the gnostic andintegrative and professional performance components of the studied phenomenon. For this purpose, developed means of coordination processes and setting of creative consensus between teachers of lecture, practical-group and individual performing disciplines were implemented on the basis of the coordinated solution of dominant cross-functional tasks, according to the specifics of a certain discipline. At the third, creative and verifiying stage of the experimental work, the main tasks consisted in the formation of methodological and practical, creative and corrective components of the professional competence of future music teachers.
