scholarly journals Forming of the independence of future music teachers in the process of distance learning

2019 ◽  
Vol 65 (2) ◽  
pp. 90-94
Author(s):  
Zakhar Dubovyi
Keyword(s):  
Distance Learning ◽  
Music Education ◽  
Professional Education ◽  
Music Teachers ◽  
Future Teacher ◽  
Music Teacher ◽  
Educational Activity ◽  
Advantages And Disadvantages ◽  
The Future ◽  
Remote Environment

The article reflects the main results of the study of the problem of forming the independence of future music teachers in the process of distance learning. The state of the problem of independence of future music teachers in the process of distance learning and the ways of overcoming it are analyzed. The advantages and disadvantages of distance learning are characterized, and it is being argued that nowadays the combined training has attained mass character, and the development and application of distance courses in the field of training future music teacher is not an everyday reality. The diagnostics of the developed methodology of this problem is offered. It is determined, that independent educational activity of the future teacher of music in the remote environment is interpreted as a form of external and internal activity of the individual, activity is largely structured by the students themselves, which is subject to procedural control and correction, carried out with the advisory assistance of the teacher, taking into account the psychological peculiarities and personal interests of the future teachers, is a means of their professional development, provides an intensification of processes of professional selfdetermination, self-education and self-regulation, and, in conclusion, forms the independence of the future music teacher. The main tool of distance learning is devised and developed, the main attention is paid to the issues of self-organization of the future teacher of music in the remote environment. The theoretical elaboration of the main provisions of the methodology for forming of the independence of future music teachers creates the optimal grounds for further practical testing. the main reason for the crisis situation in music education is the socioeconomic instability in the country and as a consequence, the lack of professional activity of music teachers and students of music and pedagogical specialties. However, a factor of no less importance in this situation is the unresolved problem in the field of professional music education in a number of topical problems of a theoretical and organizational-practical nature, concerning, in particular, the use of modern means and methods of musical pedagogy, continuity in the work of the system of continuous musical and pedagogical education; organization of professional education, because it is not a secret that among professional musicians the view on the profession of school teacher of music was rooted in as a secondary, compared to the profession of musician-performer, musicologist or conductor. The ways of further scientific work according the implementation of methodological achievements and their realization in the development and introduction of own distance course are outlined.

scholarly journals Concert and performance activity in professional training of future teacher of music art

2020 ◽  
Author(s):  
Skuratovska Mariya
Keyword(s):  
Professional Training ◽  
Music Teachers ◽  
Educational Process ◽  
Future Teacher ◽  
Music Teacher ◽  
Personal Significance ◽  
The Future ◽  
Personal Approach ◽  
And Performance ◽  
The Individual

Concert and performance activity is an important component for future music teachers. It encourages them to analyse their needs, interests, inclinations. It contributes to the formation of personal significance, emotional confidence, ensures the independence of the performer in the process of professional training. Thus, the insufficient elaboration of the problem of preparation of a future music teacher for concert and performance activity becomes an actual one in the art educational process. The article is devoted to the problem of concert and performance activity of a future music teacher in the process of professional training. It reveals the principles of forming the readiness of a future teacher of music for concert and performance practice, analyses the research on this issue. The purpose of the article is to reveal the influence of the concert and performance activity as a kind of artistic creativity on the process of professional training of a future music teacher. The scope of research on this issue includes the definition of the most effective ways and methods of preparing future music teachers for concert and performance activity, as well as numerous aspects of the creative process in which the future musician-performer is involved. The methods and techniques of diagnosing the characteristics of an individual and his performance qualities are of particular importance. This allows identifying “problem issues” that require active pedagogical influence to overcome existing shortcomings. Universal approaches (systemic, axiological, competence) must be constantly combined with individual-personal, which takes into account the features (physiological, mental, ideological, etc.) that are specific to this person and that distinguish him from everyone else. The individual-personal approach is one of the most important tasks of studying the professional and spiritual formation of the person for the future music teacher. It defines the ability to create his / her own original musical world embodying the maintenance and values of a mussician-performer as the basic criterion of the readiness for professional concert and performance activity.

scholarly journals CULTURE OF REAL VIRTUALITY IN DISTANCE LEARNING FOR FUTURE TEACHERS OF MUSICAL ART

2020 ◽  
Vol 1 (191) ◽  
pp. 147-150
Author(s):  
Tatiana Sydorenko ◽  
◽  
Tatiana Furdak ◽  
Keyword(s):  
Virtual Reality ◽  
Distance Learning ◽  
Music Education ◽  
Music Teachers ◽  
Rapid Development ◽  
Future Teacher ◽  
Future Teachers ◽  
Professional Activities ◽  
Creative Products ◽  
Independent Work

The article analyzes the existence of virtual reality in distance learning, taking into account the rapid development of scientific and technological progress, where there is an increase in the amount of information, modernization of science, a change in scientific and social theories, and the rapid leveling of knowledge. The values of modern changes in the sphere of culture associated with the development and spread of virtual reality are determined. It is noticed that the technology of distance activities, based on the culture of virtual reality, makes it possible for a future teacher of musical art to create their own creative products, to receive not only practically significant developments, but also to master methods of activity that can subsequently be used in future professional activities. The proposed activities can be successfully applied in the formation of a culture of virtual reality in distance learning for a future teacher of musical art. The technology of remote events based on the culture of virtual reality allows future music teachers to create their own creative products, receive not only practically significant developments but also to master the methods of activity, which can later be applied independently. The article proposes measures that deserve attention and can be successfully applied in music education. It is impossible to ignore the performance of independent work by a future music teacher in the conditions of distance learning, which requires: providing him with access to the network of electronic information and educational resources of the institution in which he receives educational services; specially equipped premises, which are replaced by virtual analogues, which allows students to master the skills and abilities provided for future professional activities. The existence of a culture of virtual reality, in the distance learning of future music teachers, is real and promising under a number of conditions: with a minimum technical base, the availability of computer equipment, the Internet the necessary support; at competently and adequately developed educational materials taking into account specificity of distance learning; when integrating the efforts of specialists; development of programs of educational disciplines with the available content of education on the basis of virtual reality. These conditions are effective in teaching future teachers of music and provide for the development of their individuality by creating their own interpretation of musical works and mastering the treasury of world culture.

scholarly journals The future teacher of physical culture as a subject of forming the health-saving educational environment

2021 ◽  
pp. 65-69
Author(s):  
E. P. Kozak ◽  
P. D. Plakhtiy ◽  
M. V. Huycka ◽  
B. D. Zubrytskyi ◽  
A. P. Denysovets
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Educational Environment ◽  
Future Teacher ◽  
Educational Activity ◽  
Physical Culture ◽  
Full Time ◽  
The Future ◽  
Competence System ◽  
Interactive Activity

The article presents the results of research the problem of educational environment in the system of professional education according to the basic criteria of successful learning and health. The set of algorithms of activity have been formed, which focus on special training of future specialists in physical culture to create a healthy educational environment. They concerns modern conditions of transition to the competence system of education, format of blended learning, taking into account features of distance forms of educational activity. In the context of the competence model of education (full-time or distance), the educational environment is interpreted as an interconnected interactive activity of the teacher and students, a kind of counter movement to ensure its healthy potential. There were determined he bases of semantic and technological reorientation of the system of professional training of the future teacher of physical culture according to the standards of competence education, system of competences which must be owned by a specialist.

scholarly journals Care as technology for exclusion

2021 ◽  
Vol 2 (2) ◽  
pp. 58-73
Author(s):  
Monica Lindgren ◽  
Ragnhild Sandberg-Jurström ◽  
Olle Zandén
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Discursive Practice ◽  
Music Teacher Education ◽  
Admission Tests ◽  
Stimulated Recall ◽  
The Future ◽  
Good For

In this article, we explore and problematise admission tests to specialist music teacher education in Sweden from a governing perspective, where higher music education is considered a discursive practice. It illustrates how power operates in legitimating the tests. The study uses stimulated recall in jury members’ talk about assessing applicants for music teacher education programmes, and uses Foucault’s concept of governmentality to reveal entrance tests as something regarded as generally good for all. This operating discourse is built on governmental rationality and processes that make it possible to reach conclusions about the applicants’ personalities and prospects for learning and developing in the future. Through care as technology of power, failing applicants are excluded from becoming music teachers and at the same time they are rescued from struggling in the future. The results are discussed in relation to issues of democratic music education, ethics and requirements for widened access to higher music education.

Developing Music Education Policy Wonks: Preservice Music Education and Policy

2019 ◽  
Vol 29 (2) ◽  
pp. 78-88
Author(s):  
Carla E. Aguilar ◽  
Christopher K. Dye
Keyword(s):  
Preservice Teachers ◽  
Music Education ◽  
Professional Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Education Student ◽  
Pedagogical Expertise ◽  
Private Lives ◽  
Music Education Policy

The typical undergraduate music education student is focused on developing their musicianship and leadership abilities, professional education competencies, and specific pedagogical expertise. While these are desirable outcomes of a music education degree, music teachers must learn how to effectively interact with a range of policies that will influence how they navigate their professional and private lives. The purpose of this article is to outline and explore mechanisms to engage preservice teachers with educational policies and policy-related practices. We discuss resources for learning about federal and state policies related to education and music education and strategies for interfacing with policymakers. We suggest models that integrate policy topics into existing coursework and new curricular structures that may facilitate the development of “scholar-musicians.” Implications of music teacher educators bringing their role as politically active citizens into the classroom and adding political knowledge to the expectations placed on new teachers are considered.

scholarly journals Independent work as pedagogical condition for development of intellectual and creative abilities of future music teachers

2020 ◽  
Author(s):  
Loboda Olga
Keyword(s):  
Professional Training ◽  
Music Teachers ◽  
The Self ◽  
Music Teacher ◽  
Educational Activity ◽  
Self Development ◽  
The Future ◽  
Professional Self ◽  
Creative Abilities ◽  
Independent Work

The article analyses the independent work of future music teachers in higher educational institutions of art as a pedagogical condition for the development of intellectual and creative abilities. The concept of “independent work” is considered in the works of modern and domestic researchers. The role of independent work is defined as an integral system and forming factor of the educational environment of higher art institutions. The tasks are highlighted and the classification of types of independent work of future music teachers is considered. The phenomenon of independence, which is an integral attribute, the inner essence of independent work and acts as a sign of its intellectual component, is analysed. On the other hand, independence is seen as the highest step in the formation of personal competence. The future music teacher makes the significant both intellectual and creative efforts and thus reaches a certain level of intellectual and creative abilities by mastering professional training, carrying out professional and creative selection of the repertoire, methods of its processing, based on their preferences, intentions, and motivations. The author investigates the most important component of education — a self-education, the ability which is exclusively formed through the self-educational activities. The self-educational activity of the future music teacher is considered as an effective means of professional self-improvement and self-development of personality, which also provides the significant professional qualities and abilities such as both intellectual and creative, the development of which determines the level of professional self-development. It is proven that professional self-realization is the highest level of manifestation of professional training of future music teachers, in the process of which are carried out the intensive development of both intellectual and creative abilities.

Hermeneutic circle in development of methodological culture of future music teacher

2017 ◽  
pp. 154-158
Author(s):  
A. S. Koval
Keyword(s):  
Future Teacher ◽  
Music Teacher ◽  
Basic Principles ◽  
Hermeneutic Circle ◽  
High Culture ◽  
Text Understanding ◽  
Hermeneutic Approach ◽  
The Future ◽  
The Individual ◽  
Positive Effect

This article is devoted to the studying hermeneutic circle in the development of methodological culture of future music teacher. Under the conditions of globalization processes, tendencies of convergence of world cultures improvement of culturological training of student youth requires new approaches, in particular, culturological training of students of pedagogical specialties. The task of pedagogical education is to develop a teacher as a specialist and as a person of high culture, who has a special positive effect on the personality of school student. This article analyses the works of scientists dedicated to the issues of establishment and development of the hermeneutic approach in philosophical, psychological, and logical and gnosiological contexts. It is defined the essence of the concept of “hermeneutic circle” as one of the basic principles of the hermeneutic approach. There have been provided the examples of interpretation of the principle of hermeneutic circle by various scientists. Hermeneutic approach is applied in sciences such as pedagogy, psychology, economics, sociology etc. In pedagogical science the hermeneutic approach at the level of conceptual use was elaborated by A. Zakirova. She introduced the term “pedagogical hermeneutics”. Hermeneutic circle as a principle of text understanding is based on the interrelation of the part and the whole. Understanding of the whole consists of the understanding of the individual parts, and understanding of the parts requires understanding of the whole. The concepts of the part and the whole are correlated: the text is a part concerning the whole creative activity of the author, which in its turn is a part of the particular genre or literature in general, as well as the part of spiritual life and biography of the author. The idea of hermeneutic circle means also that there is no understanding of the text without certain prerequisites: understanding is preceded by some idea of what is yet to understand. There have been determined the peculiarities of the use of the principle of hermeneutic circle in the development of methodological culture of the future teacher of musical art. In light of hermeneutical trends, the penetration of which in the realm of musical art can be traced quite clearly, the use of the hermeneutic circle principle in the development of methodological culture of the future teacher of musical art appears not only in the narrow interpretation of the particular phenomenon or group of phenomena, but much wider — as a means of learning and understanding of the worldview by a person.

Courses for Secondary Instruments

2019 ◽  
pp. 344-363
Author(s):  
Molly A. Weaver
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Promising Practices ◽  
Education Curriculum ◽  
Music Teacher Education ◽  
Teaching Activities ◽  
School Based ◽  
Secondary Instrument ◽  
Institutional Model

The main purpose of this chapter is to synthesize the literature regarding courses for secondary instruments in the interest of making recommendations for promising practices. The chapter also is intended to “push boundaries from within the system” of music teacher education. That is, it is intended to be a resource for those who prepare preservice music teachers (PMTs) for the realities of P-12 school-based music education and who aspire to instill in these new colleagues a disposition toward change. The chapter is divided into six sections: importance of secondary instrument courses, characteristics and configurations of secondary instrument courses, focus and content of secondary instrument courses, peer teaching activities and field experiences within secondary instrument courses, recommendations for promising practices (including professional development beyond the preservice music education curriculum and an institutional model for secondary instrument courses), and future considerations.

Developing Effective Dispositions for Teaching Music

2019 ◽  
pp. 321-344
Author(s):  
Michael Raiber
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Systematic Approach ◽  
Music Teachers ◽  
Developmental Stages ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Teacher Concerns ◽  
Teaching Music ◽  
The Impact

The impact of teacher dispositions on the professional development of preservice music teachers (PMTs) has been substantiated. This chapter describes an approach to dispositional development within the structure of an introduction to music education course. A teacher concerns model is used to organize this systematic approach through three developmental stages that include self-concerns, teaching task concerns, and student learning concerns. A series of 11 critical questions are presented for use in guiding PMTs’ dispositional development through these developmental stages. Activities to engage PMTs in the exploration of each of these questions are detailed for use by music teacher educators desiring to engage PMTs in dispositional development.

Pre-service music teachers' satisfaction: person–environment fit approach

2012 ◽  
Vol 29 (3) ◽  
pp. 371-385 ◽  
Author(s):  
Serkan Perkmen ◽  
Beste Cevik ◽  
Mahir Alkan
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Theoretical Frameworks ◽  
Vocational Satisfaction ◽  
Highly Correlated ◽  
Service Music ◽  
And Control ◽  
Future Work

Guided by three theoretical frameworks in vocational psychology, (i) theory of work adjustment, (ii) two factor theory, and (iii) value discrepancy theory, the purpose of this study was to investigate Turkish pre-service music teachers' values and the role of fit between person and environment in understanding vocational satisfaction. Participants were 85 students enrolled in the department of music education in a Turkish university. The Minnesota Importance Questionnaire (MIQ) was used to examine the participants’ values in six dimensions: achievement, comfort, status, altruism, safety and autonomy. Results revealed that the pre-service teachers value achievement most followed by autonomy, which suggests that they would like to have a sense of accomplishment and control in their future job. The degree to which their values fit their predictions about future work environment was found to be highly correlated with vocational satisfaction. These results provided evidence that the vocational theories used in the current study offers a helpful and different perspective to understand the pre-service teachers' satisfaction with becoming a music teacher in the future. We believe that researchers in the field of music education may use these theories and MIQ to examine the role of values in pre-service and in-service music teachers' job satisfaction.

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