The thesis presents the comprehensive study of the study of the problem of pedagogical support of professional and personal self-realization of future teachers of musical art in the pedagogical theory and practice of the People’s Republic of China on the basis of holistic, comparative, acmeological and personal approaches.
The relevance of the study is caused by the fact that new guidelines in the formation and development of professionalism of the future teacher-musician teacher in the People’s Republic of China, increasing requirements for mastering the content of the music-pedagogical profession, determine the inclusion of such a new formation as the ability for professional and personal self-realization in the system of professional training of specialists in the specified educational field and actualize the problem of pedagogical support for this process.
The phenomenological analysis of the professional and personal self-realization of future teachers of musical art in the People’s Republic of China has been carried out in this scientific work. The theoretical ideas of pedagogical support for professional and personal self-realization of future teachers of musical art in the world scientific thought have been revealed. The Chinese scholars’ contribution to solving the problem of pedagogical support for professional and personal self-realization of future teachers of musical art has been studied.
Based on the generalization of the approaches of scholars of the People’s Republic of China, Ukraine and Western European countries, highlighting their general ideas regarding the investigated problem, the phenomenological essence of the following concepts has been defined:
– personal and professional self-realization of the future teacher of musical art is considered to be a dynamic, systematic, consistent process which is aimed at revealing the personal potential of the individual, achieving the highest development in the process of professional and creative activity, practical training, improving professional qualifications, performing skills and characterized by a high level of acquired professional knowledge, abilities, skills and professional competences;
– pedagogical support for professional and personal self-realization of the future teacher (including the teacher of musical art) is considered to be pedagogue’s activities which involve support and assistance to the applicant for higher pedagogical education by creating favourable conditions for their professional formation, development and self-development, full unlocking their inner personal potential.
The experience (forms, methods and means) of providing pedagogical support, in general, and pedagogical support for professional and personal self-realization of future teachers of musical art in the educational process in Chinese higher education institutions, as well as in participation of applicants for higher education of the specified profile in art events, informal and informal education has been generalized.
The perspective directions of creative use of Chinese scholars’ progressive ideas and Chinese educators’ experience in providing pedagogical support for professional and personal self-realization of future teachers of musical art in music and pedagogical education in Ukraine have been determined. They are: compliance with national cultural traditions; providing complex pedagogical support for professional and personal self-realization of the future teacher in both formal education and non-formal and informal education; strengthening the influence of the lecturer-mentor on the emotional and sensory sphere of the future teacher-musician when providing pedagogical support; constant expansion of stimulating measures regarding the professional and personal self-realization of applicants for music and pedagogical education.
The scientific novelty and theoretical significance of the research results is that for the first time:
– a comprehensive study of the problem of pedagogical support for professional and personal self-realization of future teachers of musical art in the pedagogical theory and practice of the People’s Republic of China on the basis of holistic, comparative and personal approaches has been carried out;
