Against the background of the current globalization process, technocratic development of society, it is particularly important to prepare future teachers of musical art training to the professional activities fo-cused on the development of the spiritual, high moral standards and multicultural personality. The changes involve the development of new requirements for the specialist training that makes it necessary to adjust all the structural components of the educational process. The relevance of the work is the need to improve the effectiveness of music education, aimed at training teachers to creatively become active person that is capable of professional musical activity in the contemporary socio-cultural environment. The search for new approaches contributes to maximum interaction of musical arts and teacher education, provide a harmonious combination of general and professional (music-theoretical and performance) preparation, intensifies personal-professional development of the teacher. Formation of professional competence of future specialist as a result of the activity of musical-pedagogical education system is an important problem of modern pedagogical science and practice, and affects not only the content but also the forms, methods, means of training and reflection teaching. This article discusses the characteristics of professional competencies; analyzes existing approaches to the definition of this concept, as the unity of practical and theoretical readiness of the person to the profession; structured the professional competence of the future teacher of music, including personal, metasubject, subject, professional communication and information competence; we have determined the optimal conditions for the training of specialists in the area of musical art to professional activity, such as the axiological concept of education of personality, the use of metasubject relations, the implementation of a permanent reflection of own activities, designing the pedagogical process; the creation of cultural and educational environment, the use of modern information technologies in the educational training of the future professionals.
Keyword(s) : cultural and educational environment
Personal maturity of the teacher in the conditions of CAE implementation
The article is devoted to topical problems of reforming higher pedagogical education. Targeting educa-tional process on the development of personal maturity and competitiveness; the success of a professional is conditioned by several reasons, among which the most significant should be considered: readiness of the teacher for professional activity in the new economic socio-cultural conditions, the competitive environment; the orientation of training activities on professional and innovative searches; the encouragement of interest in self-development and self-realization. The article proposes a view of the construction of a coherent educational system for the development of personal maturity and competitiveness of a teacher.
The structure of personal maturity of the teacher as a component of competitiveness is characterized by the following components: motivational and value component which includes meaningful high motivation of teachers to professional activities, values, cognitive interests, focused on various kinds of social activities, and contributes to self-development, self-actualization, self-assertion, which is an important party for competitive teachers. Reflexive-evaluative component provides the awareness of teachers and evaluation of their potential, the real level of competitiveness, allows carrying out forecasting and designing further professional growth. The activity component consists in the implementation of pedagogical activities, in the implementation of abilities and skills of cognitive, communicative, regulatory and other measures. For the study of motivational-value component of the personally maturity of a teacher, we used verbal frustration test by L. N. Sobchik (2002). The proposed method allows identifying the most important values in a situation of frustration.
To evaluate reflexive-evaluative component we used E. E. Rukavishnikova’s technique aimed at determining the level of reflexivity of teachers which provides stabilization of their emotional peace, mobilization of volitive potential, flexible management. To study self-actualization of a teacher we used the test developed by E. Shostr. To identify the level of development of the components, we used psycho-pedagogical techniques, tests and observation.
The dependence of teacher’s competitiveness from the level of his/her personal development was proved. The interrelation between decrease of teacher’s professional success and the level of development of the components of personal maturity of the teacher was also shown. A detailed analysis of under-development of personal qualities of the teacher, which prevent professional self-improvement and success was described.
It is believed that the formation of personal maturity of a teacher provides not only a desire for a teacher’s self-education, but also contributes to the development of his competitiveness, creation of a professional competitive environment.
On the basis of the study the authors draw conclusions on the development of personal maturity as a component of teacher’s competitivnes.