Experience in Implementation of Competence-Based Approach to Continuous Professional Training of Music Teachers in Advanced European Countries

2016 ◽  
pp. 14-19
Author(s):  
N. M. Popovich
Keyword(s):  
Professional Training ◽  
Music Teachers ◽  
European Countries

PREPARING PUBLIC SERVANTS IN EUROPEAN COUNTRIES: ARCHETYPAL APPROACH

2018 ◽  
Vol 1 (14) ◽  
pp. 255-263
Author(s):  
Oleh Ivanovich Rohulskyi
Keyword(s):  
Public Administration ◽  
Public Service ◽  
Professional Training ◽  
European Countries ◽  
Anglo Saxon ◽  
Public Servants ◽  
German Model ◽  
Managerial Positions ◽  
A Chain ◽  
The Individual

The article describes the main components of the institutional framework of an archetypical approach to public administration. It is determined that the system of preparation of public servants is based on a chain of universal foundations of archetype, in particular, it is influenced by the principle of formation of personnel in the public service, formed on the basis of public opinion. Based on two basic principles relating to admission to public service, three basic models of training civil servants in the European country are defined: German. French and Anglo-Saxon. We analyze each of the models and define the archetypes that influenced their formation and development. The advantages of each model are determined, in particular, the benefits are: the German model of training managers is the balancing between the theoretical knowledge and practical skills that a public servant receives during training, but as a disadvantage one can distinguish the orientation of preparation for legal orientation, which limits the ability to hold managerial positions for many employees The French model of professional training of public servants should include a well-balanced understanding of tasks, namely: decentralization and territorial organization of public services, communication, support of territorial communities, in-depth knowledge and understanding of the need for cooperation with institutions of the European Commonwealth, high-quality human resource management and orientation towards environmentally friendly innovations, such a model of training of public servants is holistic, costly and effective; The Anglo-Saxon model of training of public servants is its orientation towards the implementation of the concept of public administration and the individual approach to employee training, taking into account all the specifics of its activities, providing for the formation of personnel capable of solving specific problems. It is concluded that today in most European countries dominated by mixed models that include elements of different models.

scholarly journals European Experience in Teacher Education and Pedagogical Mastery Development

2015 ◽  
Vol 5 (4) ◽  
pp. 87-92
Author(s):  
Oksana Romaniuk
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Training ◽  
Professional Training ◽  
Training System ◽  
European Countries ◽  
The European Union ◽  
Professional Competency ◽  
European Experience ◽  
Interdisciplinary Approaches

Abstract In the article the author considers recent trends in teacher education and pedagogical mastery, issues of carrying out improvements to the teacher training system in European countries, analyzes programmes of cooperation in education that facilitate forming of teachers’ professional competency, studies typical problems in teacher education in Europe and possible ways for its improving. Based on the study of European experience in teacher training the author has concluded that lecturers are extremely interested in identifying the patterns of teacher training and pedagogical mastery as a theoretical, methodological and practical problem and has justified the importance of the structural organization and modernization of teacher professional training in higher education, the development of new forms in relations between the teacher training system and higher education institutions, which are based on systematic, scientific, interdisciplinary approaches and the idea of continuity. The importance of special cooperation projects in teacher education launched in the European Union in terms of pedagogical mastery has been emphasized in the article. The author also focuses attention on new ways of solving the existing problems in developing the professional competency of students obtaining teacher education as well as the development of pedagogical mastery. There have been described main directions in the functioning of European countries’ teacher training systems that can be useful in identifying development trends in teacher education in Ukraine, namely, teacher education based on worldwide recognized researches, the shift in orientation of the teacher education philosophy: from quantity to quality, clearly defined educational standards as well as criteria for their assessment, the review of procedures for accrediting teacher training institutions, the use of multimedia technologies.

scholarly journals IMPLEMENTATION OF PEDAGOGICAL CONDITIONS OF FORMATION OF READYNESS FOR PROFESSIONAL SELF-DEVELOPMENT OF FUTURE TEACHERS OF MUSICAL ART

2021 ◽  
pp. 51-58
Author(s):  
Tetiana Ageykina-Starchenko ◽  
Natalia Chorna
Keyword(s):  
Professional Training ◽  
Music Teachers ◽  
Cognitive Activity ◽  
Future Teachers ◽  
Pedagogical Innovation ◽  
Self Development ◽  
Professional Self ◽  
Comparison Of The Results ◽  
Development Of Students

The article highlights the problem of implementation of pedagogical conditions for the formation of readiness for professional self-development of future music teachers.It defines readiness for professional self-development of future music teachers as a professionally important quality of a studentʼs personality.The article establishes pedagogical conditions that ensure the efficient process of formation of readiness for professional self-development of the future music teachers. They are strengthening of motivational foundation of professional self-development of students based on acmeological positions; implementation of competence approach to professional training of future music teachers based on pedagogical innovation; enrichment of creative potential of students in the process of involving in artistic and educational activities.The article substantiates experimentally tested methods of introducing pedagogical conditions for the formation of readiness for professional self-development of future music teachers, which include the value-motivational stage (development of the motivational component of readiness for professional self-development of students), cognitive-activity stage (formation of competence for professional self-development of future music teachers), creative stage (creation of conditions for maximum creative self-realization).It proves that the implementation of the proposed methods of implementation of educational conditions for the formation of readiness for professional self-development will significantly improve the quality of training of future music teachers. This conclusion is based on the comparison of the results of the control and experimental groups, as well as on the processing and generalization of the results. Keywords: pedagogical conditions, formation, realization, professional self-development, future teachers of musical art, approaches, methods, level of readiness.

scholarly journals THE MODEL OF THE DEVELOPMENT IN THE INTELLECTUAL AND CREATIVE ABILITES OF FUTURE MUSIC TEACHERS

2021 ◽  
Vol 1 (45) ◽  
Author(s):  
O. Loboda
Keyword(s):  
Philosophy Of Science ◽  
Professional Training ◽  
Music Teachers ◽  
Structural Components ◽  
System Activity ◽  
Methodological Basis ◽  
Proposed Model ◽  
Creative Abilities ◽  
Characteristic Features ◽  
Pedagogical Research

The article suggests and substantiates the model of the development in the intellectual and creative abilities of future music teachers. The concept of “model” is analyzed and its essential characteristics are identified in the works of leading scientists, theorists of the philosophy of science and in pedagogical research. The content core of the proposed model defines four interrelated components: motivational-target, content-procedural, analytical-cognitive, personal-creative. The methodological basis of the design block of the presented model are system, activity-organizational, synergetic, competence-based and personality-oriented approaches. The characteristic features of the criteria and their indicators are clarified and justified. The following criteria are identified: professional-motivational, cognitive-informational, search-research, creative-productive. Three levels of the development in the intellectual and creative abilities are highlighted – low (indifferent), medium (motivated) and high (creative), which holistically reflect the implementation of the process of the development in the intellectual and creative abilities of future music teachers in the process of professional training.Key words: Model, Pedagogical Conditions, Approaches, Structural Components, Criteria, Indicators, Levels, Development of Intellectual and Creative Abilities, Future Music Teachers, Professional Training.

scholarly journals Developing soft skills of music teachers through involvement in student project office activities

2021 ◽  
Vol 7 (1) ◽  
pp. 268-275
Author(s):  
Vladimir V. Dubrovskii ◽  
Yaroslav A. Gorbik ◽  
Larisa A. Pidzhoyan ◽  
Irina V. Efremova
Keyword(s):  
Project Management ◽  
Professional Training ◽  
Music Teachers ◽  
Soft Skills ◽  
Music Educators ◽  
Music Teacher ◽  
Skills Development ◽  
Professional Activity ◽  
Management Skills ◽  
Legal Documents

  The aim of this paper is to analyze the results of soft skills development of music teachers through involvement in student project office activities. The content analysis of normative and legal documents regulating professional training and professional activity of a music teacher resulted in the following soft skills content for this category of employees: communicative competences, self-management skills, critical thinking, and managerial competences. The study of music teachers' soft skills development in the process of their involvement in project activities was carried out through a pedagogical experiment. 76 students (3-4 years) of the Institute of History and Culture, 15 teachers and 12 social partners took part in the research. The conducted research confirmed the effectiveness of developing soft skills of future music educators in the process of involving students in project management. The implementation of this activity began with the creation of student project office, which is a necessary tool to organize project management in the student environment.  

scholarly journals SPECIFICITY OF PROFESSIONAL TRAINING OF FUTURE MUSIK TEACHERS TO LEAD ARTISTIC AND CREATIVE GROUPS

2021 ◽  
Vol 1 (195) ◽  
pp. 96-101
Author(s):  
Lyubov Martyniuk ◽  
Keyword(s):  
Professional Training ◽  
Music Teachers ◽  
Main Task ◽  
Organizational Skills ◽  
Deep Knowledge ◽  
Choral Ensembles ◽  
Choral Repertoire ◽  
Level Of Knowledge ◽  
High Level ◽  
Relationship Of

The article discovers the issues which are a part of a complex set of training future music teachers to manage artistic and creative ensembles, in particular, vocal and choral ones. It is emphasized that the dominant place in the process of training future music teachers to guidance these groups is occupied by aspects of conducting and choral training, the study of which is impossible without understanding the unique phenomena of native choral performance and features of working with vocal and choral collectives. To solve these problems there are the disciplines of conducting and choral cycle, the main task of which is to educate students in professional skills and skills of singing in the choir, as well as managing the choir based on mastering the methods of working with the choir, didactic principles and knowledge of psychophysiological process which a person has during singing. It is noted that the reserve for improving the quality of professional training of future music teachers to manage vocal and choral ensembles is the intersubject relationship of special disciplines with socio-pedagogical and music-theoretical ones. Modern performance and analytical requirements for professional training of future music teachers to guidance vocal and choral groups are analyzed, in particular, the ability to achieve the required level of knowledge and skills on condition that students master each subject of conducting and choral cycle with awareness of their interaction, high level of singing and conducting competence of students and their deep knowledge of vocal and choral repertoire, the art of mastering of not only performing vocal and choral skills, but also organizational skills by the future manager of the ensemble, the unity of erudition in the field of vocal and choral art, methodical training, pedagogical activities based on interrelation of knowledge and practice of working with an artistic and creative collective. The specifics of the professional training of future music teachers to lead vocal and choral groups is his singing and conducting competence, deep knowledge of vocal and choral repertoire, the art of mastering the leader of the vocal and choral group not only organizational skills but also performing vocal skills. For effective professional training, students need to constantly and purposefully develop their musicological and performing qualities in conjunction with conducting and choral and methodological training.

scholarly journals Diagnostic results of the acmeological culture of future music teachers in the process of singing

2019 ◽  
Vol 66 (3) ◽  
pp. 249-254
Author(s):  
Zhang Chun
Keyword(s):  
Spiritual Development ◽  
Professional Training ◽  
Music Teachers ◽  
Diagnostic Technique ◽  
Music Teacher ◽  
Structural Components ◽  
Mathematical Methods ◽  
Singing Activity ◽  
Expert Assessments ◽  
Teacher Professional

The article presents the results of the diagnosis of acmeological culture of future music teachers in the process of singing. Based on the developed system of criteria and indicators of the structural components of the studied phenomenon (motivational-value, cognitive-developmental, communicative-heuristic and creative-projective), the contents of the phased diagnostic technique of the ascertaining experiment, which consists of pedagogical conversations, oral questioning, questioning, testing, essay – annotations, creative tasks, typical types of conducting and choral activities, expert assessments, mathematical methods of data processing. The levels of formation of the acmeological culture of future music teachers are determined, their substantive characteristics are formulated. Ukraine's accession to a single European educational space declares new requirements for professional training of music teachers. Increasingly, it is becoming necessary to focus higher education on the training of professionals capable of professional mobility, rapid adaptation to new educational conditions, self-realization and self-improvement throughout life – individuals with high levels of acmeological culture. According to the results of the ascertainment experiment, the calculation of the arithmetic mean of quantitative indicators by certain structural components was performed: motivational-value, cognitive-developmental, communicative-heuristic and creative-design. Of particular importance is the problem of formation of acmeological culture in the singing activity of future music teachers. It is the high professionalism of vocal-choral activity of the music teacher that not only enhances the prestige of the teacher's profession, but also provides a peculiarity of personal influence of the teacher-professional on the spiritual development of students by means of vocal-choral art.

scholarly journals THEORETICAL AND PRACTICAL ASPECTS OF TRAINING FUTURE SOCIAL WORKERS IN EUROPEAN COUNTRIES

2021 ◽  
pp. 272-279
Author(s):  
Serhii Mykhniuk
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Professional Training ◽  
Social Protection ◽  
Effective Interaction ◽  
Theory And Practice ◽  
European Countries ◽  
Practical Training ◽  
Training Time ◽  
Wide Range

The article considers the experience of training future social workers in European countries. The role and significance of positive foreign experience of professional training in European countries – Germany, France, Poland, Britain are substantiated; Scandinavian countries – Sweden, Netherlands, Finland. The aim of the article is to analyze the theory and practice of training social workers in European countries. Research methods used: analysis − to study scientific sources on the research topic, comparison − to explain the scientific positions of various authors, interpretation − to make a scientific commentary on scientific sources. It is established that despite the commonality of individual European trends in the training of social workers, each European country has its own, unique experience of this training, and its own specifics of professional activities of social workers, given the priority social problems in society. The main priorities of professional training of social workers in European countries, which contribute to the formation of students' readiness for effective interaction in the professional sphere: variability of curricula, a wide range of specializations, a wide range of forms and methods of practical training, a large amount of training time for internships and etc. It is noted that the practice of pre-professional social work at the level of volunteering, participation in certain social projects, etc. is important for the training of social workers, which is a prerequisite for admission to the specialty «Social Work» in many European countries. It is concluded that in the practice of training future social workers in different countries, students receive the necessary knowledge, skills and abilities to implement interaction in its various organizational and substantive aspects (primarily with different subjects of social protection), instead of the pedagogical content of such interaction not specifically distinguished.

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