Makarova Svetlana Viktorovna, Senior lecturer, sub-department of music and music teaching technique, Penza State University (40 Krasnaya street, Penza, Russia), email@example.com
Background. Professional training of specialists in higher educational institutions on the basis of the competence approach has been a topical problem in research works by scientists in recent years. It is associated with the fact that at the modern stage of development of the Russian society there is a need for qualitatively new professional training of teachers, music teachers – not focused specialists, but universal, educated ones, able to create, to fulfill themselves, possessing high culture and professional strategy. The author has determined the content of professional competence of a music teacher, formed during the education process in a cocertmaster class; described opportunities, provided by pedagogical support of professional training organization; determined criteria of the professional competence of a music teacher. The aim of the article is to present the results of an experiment on future music teacher’s professional competence formation during the ducation process in a concertmaster class on the basis of pedagogical support.
Materials and methods. The research materials included general propositions of pedagogical anthropology, humanistic psychology, person-oriented education, conceptions of pedagogical support, theories and practices of music teachers training and formation of their professional competence at higher educational institutions. The research results were verified by using a complex of research methods: theoretical ones: a theoretical analysis for development of theoretical generalizations and establishment of regularities in solution of the stated objectives while examining special literature, thesis researches; a structural-logical analysis; a review and analysis of normative legal documentation, programs and tutorials on university teaching; experimental research; empirical ones: a questionnaire poll, a psychological-pedagogical test, a discussion, pedagogical monitoring, an interview, an explanatoryillustrating demonstration of teaching, visual, practical, hermeneutic (artistic interpretation of a work of literature), problem exposition, creative tasks; expert assessment, ranging, a pedagogical experiment, scientific experience generalization; mathematical ones: obtained results gathering and processing (a system and quality analysis).
Results. The research result consists in theoretical comprehension pedagogical support application in university practice of music teachers training in a concertmaster class (the author determined dominants of teacher’s and student’s activity by reflection of their actual interests in the educational activity); the researcher has developed a variant of intensive and qualitative formation of future music teachers during the educational process in a concertmaster class.
Conclusions. The process of music teacher’s professional competence formation includes criteria and indices, characterizing motivational, cognitive, operational, valuation-reflexive and creative-artistic sides of student activity in a concertmaster class. In conditions of pedagogical support a special attention is paid to the valuation-reflexive criterion (self-appraisal and reflection of educational and artistic achievements in a concertmaster class). The information, revealed by the given criterion in the educational activity, indicates general firmness and reliability of the professional competence formed (or a lack of such). Usage of given criteria allows to perform a qualitative analysis of future music teacher’s professional competence formation in a concertmaster class on the basis of pedagogical support.
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