scholarly journals PROBLEMS OF DEVELOPMENT OF CREATIVITY AND ENTREPRENEURIAL ACTIVITY OF A MUSIC TEACHER AND THEIR SOLUTION

2021 ◽  
pp. 52-56
Author(s):  
N. Kysil ◽  
J. Malach
Keyword(s):  
Music Education ◽  
Environmental Influences ◽  
Music Teacher ◽  
Entrepreneurial Activity ◽  
Professional Activity ◽  
Education Teacher ◽  
Professional Activities ◽  
Key Competencies ◽  
Definition Of ◽  
And Training

The paper deals with the definition of current problems of the development of creativity and entrepreneurship of music education teacher and their solution. Creativity is a phenomenon to which more and more attention is paid, it is a universally applied key competence, according to which, abilities, motivation and environmental influences should be taken into account. It is emphasized that the creativity of a teacher is reflected in his professional activity and has a productive effect on student education and training. New markets need managers and educated teachers with key competencies. Professional activities have a number of functions for the implementation of which business qualities are required. Attention is paid to the main types of entrepre- neurial and pedagogical activities.

Developing and renewing music teacher competences: prospects and challenges

2018 ◽  
Vol 4 (8) ◽  
pp. 225-233
Author(s):  
Jolanta Lasauskiene
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Continuous Improvement ◽  
Music Teachers ◽  
Music Teacher ◽  
Professional Activity ◽  
Music Teacher Education ◽  
Teacher Competences ◽  
Service Music ◽  
And Training

The topic of music teacher education and training raises many issues for discussion. The purpose of the present study was to analyse the approach of pre-service music education teachers towards their professional activity and to discuss their expectations within the context of the competence-based education. Thirty four students (international and national), all pre-service music teachers studying in Lithuanian University of Educational Sciences, were included. The results indicated that generally the expectations of students were (more or less) in line with the principles of the competence-based initial music teacher education. Prospective music teachers describe their professional activity as broad and multidimensional but they also emphasise the importance of personal and ethnic values, implementation of general, subject-specific and professional competences and continuous improvement. It has been revealed that in music education it is particularly important to combine orientation towards pedagogical activities with orientation towards the spread of the learner’s personality. Keywords: Competence-based education, music teacher education, competences, student’s expectations, Lithuania.

scholarly journals Activity and Competences of a Music Education Teacher: Expectations of Lithuanian and Foreign Students

Pedagogika ◽  
2018 ◽  
Vol 130 (2) ◽  
pp. 92-104
Author(s):  
Jolanta Lasauskienė
Keyword(s):  
Music Education ◽  
Continuous Improvement ◽  
Foreign Students ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Students ◽  
Professional Activity ◽  
Professional Activities ◽  
Qualitative Survey ◽  
The University

The purpose of the present study was to investigate student music teachers’ expectations towards their future professional activity and competences of a music teacher. Two groups of students (76 Lithuanian and 64 foreign), who chose studies at Lithuanian University of Educational Sciences, participated in the research. In this article, the results from the qualitative survey carried out in 2017 will be highlighted. The results showed that in music education it is particularly important to combine orientation towards pedagogical activities with orientation towards the spread of the learner’s personality. The music students at the University describe their future professional activities as broad and multidimensional ones but they also emphasise the importance of personal values, implementation of general, subject-specific, professional (didactic) competences and continuous improvement. Participation in musical and artistic activities plays a specific role in the spread of professional identity of a music teacher.

scholarly journals Pedagogical Projecting of the Model of a Future Specialist

2018 ◽  
pp. 82-87
Author(s):  
Oleksandr Mozolev
Keyword(s):  
Professional Education ◽  
Professional Growth ◽  
Professional Activity ◽  
Professional Activities ◽  
Pedagogical Design ◽  
Qualified Personnel ◽  
The Future ◽  
Basic Competencies ◽  
Definition Of ◽  
The Individual

Training future specialist to professional activity is one of the main tasks of higher and professional education. Pedagogical modeling of professional activity is used to determine the content of quantitative and qualitative information, which is necessary for modern researchers to further work, and also directs them to the prospects of career growth. The purpose of the article is to analyse the content of the process of pedagogical projecting of the model of the future specialist. The author established requirements for the training of qualified personnel determine the necessary competences which specialist has to master, his professionally important qualities, necessary in future activity, and also carry out the goal setting of the training process, acquiring the necessary knowledge and skills. It is identified that the competence of future specialists is a set of their competencies, which in turn are classified into key required, without exception to all graduates and professional, appropriate to the particular specialty. The article reveals the content of constructing a model of the future specialist which allows to solve such problems: a description of the specialist's work in the course of its professional activities; identifying inconsistencies between the content of training and specific professional activities of specialists. Requirements are defined as quality standards to the training of future qualified personnel. The list of basic competencies of the future specialist has been set which include: general cultural, methodological, professionally-oriented. The model of the specialist personality is characterized. Disclosed the content of the process modeling of learning outcomes and the algorithm of its development is determined. The definition of the concept «pedagogical design» was offered to reveal the principles and forms of pedagogical design. It is established that pedagogical design is one of the most common types of research. It is considered as an alternative to the classroom system in educational institutions. Project technology should be used as a supplement to other forms of direct or indirect learning as a means of accelerated professional growth of the individual.

scholarly journals Psychological studies of the profession of pedagogues for additional education

2021 ◽  
Vol 4 (121) ◽  
pp. 118-127
Author(s):  
Stella B. Khachanyants ◽  
Keyword(s):  
Psychological Research ◽  
Professional Activity ◽  
Systematic Analysis ◽  
Effective Work ◽  
Professional Activities ◽  
Work Related ◽  
Efficiency And Effectiveness ◽  
Definition Of ◽  
Additional Education ◽  
Psychological Studies

The article is devoted to the theoretical analysis of modern psychological studies of the professional activities of teachers of children additional education carried out during the last decade. The purpose of the study was to conduct this analysis from the standpoint of labor psychology, where the key constructs are the concepts of efficiency and effectiveness of activity, in order to systematize and summarize modern psychological studies of the professional activities of teachers of children additional education, highlighting the main areas of such research and identifying among them the areas that are most significant and promising for labor psychology. It is noted that in modern conditions, the requirements for the formation of a system of personnel support for additional education of children are increasing, in particular, for the professionally important qualities of teachers in order to ensure their effective work and successful socialization of students. It is stated that a systematic analysis of psychological studies of the work of teachers of children additional education reveals an objective trend of insufficient knowledge of the problem of the effectiveness and efficiency of this work. Eight main directions of modern psychological research of the work of teachers of children additional education are identified, among which five directions are marked as particularly significant and promising for the psychology of work, related, respectively: 1) with the finding of success criteria and the development of methods for obtaining estimates of the effectiveness of this professional activity; 2) with the definition of regulatory requirements for this activity; 3) with the identification of the psychological specifics of the professional activities of teachers of children additional education; 4) with the study of the modern digital environment as a means of professional development of teachers of children additional education; 5) with the study and formation of psychological readiness of teachers of children additional education to carry out cultural work. The significance of the results obtained is determined by the fact that the identified areas contribute to the theoretical ordering and purposeful further development of research on the work of teachers of additional education of children.

PROFIL PROGRAM CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) GURU BIOLOGI DI WILAYAH JAWA BARAT DALAM UPAYA MENINGKATKAN KUALITAS PROFESI (Profile of Continuous Professional Development Program of Biology Teachers in West Java in an Effort to Enhance Their Ow

2011 ◽  
Vol 16 (1) ◽  
pp. 155
Author(s):  
Adi Rahmat ◽  
Amprasto M.Si. ◽  
Dr. Riandi ◽  
Dr. Saefudin ◽  
Nono Sutarno
Keyword(s):  
Professional Development ◽  
Education And Training ◽  
Continuous Professional Development ◽  
Professional Activity ◽  
Biology Teacher ◽  
Biology Teachers ◽  
West Java ◽  
Professional Activities ◽  
Professional Quality ◽  
And Training

A study on the profile of the continuous professional development (CPD) program of biology teacher in West Java has been done descriptively since March until November 2010. The study was aimed to obtain several information about professional activities have been being followed by biology teachers in West Java. This information was then used to draw CPD profile conducted by biology teachers in an effort to enhance their competencies and their professional quality. Respondents of the study were biology teachers qualified to follow teacher certification and employing in senior high schools of 11 cities in West Java. Information about perceptions of the teacher on teacher improvement programs, the forms of the professional activities of the teacher and the sources supporting the teacher to follow those activities were collected using questionaire. The result shown that biology teachers in West Java had good perception on improving the quality of the teacher and there are eight forms of professional activity which were followed by biology teachers in West Java in an effort to enhance their own professional quality. The seven forms of professional activities were Education and Training (Diklat), Workshop, Seminar, writing teaching material, visiting scientific institutions, doing research, writing and publishing article and/or a textbook. Three out of those seven forms of professional activity had high teacher involvement scale, which indicated that they were preferred by biology teacher. The three forms professional activities were Education and Training, Seminar, and Workshop. However, the number of each professional activity followed by teacher in the last three years was very low (less than one activity each year) due to several reasons. The four main reasons were no permission from school principal interconnecting with teacher task in the school, distance to the place of professional activities, financial, and teacher family.Key words: biology teacher, teacher quality, professional activity of the teacher, continuous professional development (CPD) program

scholarly journals Musical Informatics Course for Musicians with using Music Computer Technologies

2020 ◽  
Vol 8 (6) ◽  
pp. 3040-3045
Keyword(s):  
New Media ◽  
Music Education ◽  
New Music ◽  
Sound Recording ◽  
Subject Knowledge ◽  
Musical Education ◽  
Professional Activities ◽  
Computer Technologies ◽  
The Subject ◽  
And Training

All over the world, educational researchers are looking for new ways to optimize music education in accordance with the new capabilities of digital tools. World-wide changes are being implemented through transmitting and presenting the information. Digital technologies have permeated music and musical education. Advances in sound recording and music creation technology, combined with new media capabilities, have defined previously non-existent directions for the development and distribution of music and require knowledge that musicians who have received classical musical education do not possess. The subject of the article is the evolution of current theoretical and practical bases for improving the knowledge of musicians using music computer technologies. Learning to play electronic musical instruments is to be required by contemporary society in connection with the demands for a higher level of professional activities in the field of music, the need to conduct a high-quality teaching that includes computer technologies in the field of art as s particular of the Digital Age School. The discipline of Musical Informatics, which has been constantly developing since the mid-70s (IRCAM, France), can have a significant impact on the formation of subject knowledge of musicians associated with the development of new music computer technologies and their use in creativity and training.

scholarly journals ПОНЯТІЙНО-КАТЕГОРІАЛЬНИЙ АПАРАТ У СИСТЕМІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ З КІБЕРБЕЗПЕКИ

2016 ◽  
Vol 55 (5) ◽  
pp. 187
Author(s):  
Sergii V. Melnyk
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Private Sector ◽  
Cyber Security ◽  
Professional Activity ◽  
Public And Private ◽  
Professional Activities ◽  
Definition Of ◽  
Public And Private Sector ◽  
The Relationship

The article deals with the problem of definition and validity of concepts and categories of professional activities to ensure cyber security in the context of the reform of higher education of Ukraine and introduction of new specialty "Cyber security" field of study "Information technology", the urgency of the problem of training for public and private sector national cyber security system and the like. Considered well-known in Ukraine and abroad the definition of the terms "information security" and "cyber security", systematized and detailed their components. A comparison of these concepts identifies the relationship and differences between them which based on the purpose, objectives and process features of professional activity in these areas as well as generic concepts of "threat", "safety" and "security". Grounded approach to the definition of "cyber security" and suggests its author's vision with regard to the technical and humanitarian aspects (communicative, political, sociological and psychological aspects).

ICT COMPETENCE OF FUTURE INFORMATION SECURITY SPECIALISTS

2021 ◽  
Vol 6 (105) ◽  
pp. 112-128
Author(s):  
TATYANA A. LAVINA ◽  
LARISA A. ILINA
Keyword(s):  
Information Security ◽  
Personality Characteristic ◽  
Relevant Information ◽  
Professional Activity ◽  
Professional Activities ◽  
Software Products ◽  
Information Interaction ◽  
Ict Competence ◽  
Definition Of ◽  
Future Information

The article focuses on the definition of the ICT competence concept for future information security specialists, as well as its role in the formation of professional competencies. The analysis of professional standards in the field of information security defines the ICT competence of future information security specialists as an integrative personality characteristic that provides flexibility and readiness to adapt to changes in professional activities, the need to learn new software for applied and systemic purposes, including national software products, the use of ICT hardware for solving professional problems according to the current stage of ICT development and the level of the economy digitalization; allows demonstrating ICT skills and abilities for collecting and processing professionally relevant information, skills and abilities of information interaction, automation in the field of professional activity. Based on a survey of 3-4 year students, it is concluded that ICT competence significantly affects the readiness of future information security specialists to carry out their professional activities.

Healing bruises: Identity tensions in a beginning teacher’s use of formal and informal music learning

2018 ◽  
Vol 42 (1) ◽  
pp. 3-18 ◽  
Author(s):  
Julie Derges Kastner
Keyword(s):  
Music Education ◽  
Informal Learning ◽  
Teacher Identity ◽  
Learning Processes ◽  
Music Teacher ◽  
Music Learning ◽  
Informal Music Learning ◽  
Formal And Informal Learning ◽  
School Music ◽  
Definition Of

The purpose of this narrative case study was to describe the developing teacher identity of Nicole Downing, a first-year teacher in the US, in her use of both formal and informal learning processes. As music education continues embracing approaches like informal music learning, it should also reflect on the voices of teachers in the field. Data collection included interviews, observations, and participant writings. Findings revealed that Nicole (a) questioned and eventually accepted her music teacher identity, (b) exhibited a dualism between her use of formal and informal music learning processes, and (c) broadened her community’s definition of school music. Nicole used the metaphor of a bruise to describe how she believed some in her undergraduate studies would judge her interest in popular music and creative musicianship, but as she became a music teacher she had agency to incorporate the informal learning she valued. Nicole exhibited a duality in her use of formal and informal learning processes, which were not integrated in her teaching. Ultimately, she developed a broadened definition of school music that she believed was beneficial for students but perceived negatively by other music teachers. Music teacher education should support teachers’ diverse identities and continue to explore the teaching strategies used in facilitating informal music learning experiences.

scholarly journals FUNCTIONS OF ARTISTIC-PERFORMANCE SELF-EFFICIENCY OF A TEACHER OF MUSIC ART IN THE PEDAGOGICAL PROCESS

2021 ◽  
Vol 1 (195) ◽  
pp. 164-167
Author(s):  
Xia Wang ◽  
Keyword(s):  
Self Efficacy ◽  
Music Teacher ◽  
Professional Activity ◽  
Art Teacher ◽  
Creative Development ◽  
And Performance ◽  
The Aesthetic ◽  
Definition Of ◽  
Education Of Students ◽  
The Impact

The article considers the problem of the functions of artistic and performing self-efficacy of a music teacher in the pedagogical process. It is proved that the identification of the functions of performing and artistic self-efficacy plays a significant role in determining the theoretical and practical principles of improving the professional activity of a music teacher in modern conditions. Important functions of artistic and performing self-efficacy of a music art teacher are defined as: presentative-communicative, cognitive-evaluative, stimulating-developmental, constructive-transforming, reflexive-hedonistic. The presentative-communicative function is aimed at achieving the success of the teacher's professional activity, in particular the impact of his performance on the aesthetic education of students. The essence of this function is to demonstrate the teacher's creative personality while communicating with the student audience. In this sense, the artistic and performance presentation of the teacher is an important factor in achieving successful artistic and creative contact with students. Cognitive-evaluative function involves the teacher's ability to assess their performance, as well as the nature of the impact of music on the artistic and creative development of children. The stimulating-developmental function involves providing the teacher with the influence of art on the spiritual, aesthetic, musical development of students' personalities. The constructive-transforming function of the teacher's performance self-efficacy is to select a performance repertoire that would correspond to the teacher's artistic individuality, as well as correlate with pedagogical tasks. The reflexive-hedonistic function is focused on the teacher’s ability to objectively assess his performance skills, the ability to develop students ’listening abilities, and to enjoy communication with art. It is proved that the definition of the functions of artistic and performing self-efficacy of a teacher creates a theoretical basis for the development of methods of its formation at the art faculties of pedagogical universities

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