scholarly journals The Competence Approach as a Methodological Tool for Shaping the Professional Competence of Future Music Teachers

2021 ◽  
Vol 21 (14) ◽  
Keyword(s):  
Music Teachers ◽  
Professional Competence ◽  
Methodological Tool

Improvement of Music Teachers’ Competence via Productive Activity

2015 ◽  
Vol 2 ◽  
pp. 425
Author(s):  
Maruta Sile ◽  
Inta Ratniece
Keyword(s):  
Structural Model ◽  
Music Teachers ◽  
Professional Competence ◽  
Reproductive Activity ◽  
Music Teacher ◽  
Successful Implementation ◽  
Productive Activity ◽  
National Education ◽  
Teacher Competency ◽  
Teacher Competences

<p><em>Professional pedagogical performance is an important condition for a successful implementation of national education policy. Creative and understanding the evolving process of today – a competent music teacher is competitive both in the domestic employment market and abroad. Music as art is creative in its essence. However, in practice it is often found that reproductive activity often dominates the preparation of music teachers. Being the most creative of arts – music in the course of acquiring the art of playing music loses its inherent creativity. Primarily, the preparation of music teachers is focused on activities based on the quality of learning by heart and remembering. The matter of research is related to raising awareness of productive activity in the improvement of music teacher competency. The objective is to study opportunities for improvement of music teacher competences within productive activity.</em> <em>The research is developed by theoretical and empirical methods involving discussions and a questionnaire.  In order to improve the professional competence of a music teacher via productive activity, a procedural – structural model titled “Improvement of Music Teacher’s Competence via Improvisation” was developed, the utility of which is evaluated on the basis of various specific criteria. An exercise system is also developed and approved. As a result of verifying the model, we assure the utility thereof in the improvement of the professional competence of music teachers. The developed improvisation exercises are useful for practical productive activities.</em></p>

scholarly journals IMPROVEMENT OF METHODICAL COMPETENCE OF MUSIC TEACHERS IN COMPREHENSIVE SECONDARY EDUCATION INSTITUTIONS

2020 ◽  
pp. 14-20
Author(s):  
Ye. Provorova
Keyword(s):  
Secondary Education ◽  
Information And Communication Technologies ◽  
Music Teachers ◽  
Professional Competence ◽  
Round Table ◽  
Integral Characteristic ◽  
Efficiency Criterion ◽  
Education Planning ◽  
Professional Activities ◽  
Information And Communication

The article is devoted to the problem of improvement of methodological competence of music teachers in general secondary educational institutions through a well-thought-out system of school methodical work. The definition ofsuchconceptsas“professionalcompetenceofamusicteacher” and“methodicalcompetenceofamusicteacher” is proposed. Under the professional competence of a music teacher we understand the holistic characteristics of the personality of the specialist with the already-formed set of competencies that allow him to perform his professional functions effectively, to update and enrich his knowledge constantly, to develop new skills according to the level of science and technology, to be ready for social changes, to enjoy his professional activities. In its turn, the methodical competence of the teacher-musician is interpreted as an integral characteristic of personality, which determines the ability to solve professional problems in situations of real practical musical-educational activities, corresponds to the main types of methodical activities of music teachers and is a set of components such as orientational (professional orientation), cognitive (methodical knowledge), operational-active (methodical skills), personal (professionally significant personal qualities) and social-behavioral (experience). The functions of methodical work in the institution of general secondary education (planning, organizational, diagnostic, prognostic, modeling, corrective functions) and criteria of optimality of results of teacher’s methodical work (criterion of efficiency, criterion of rational spending time and economy, satisfaction of the teacher with the work, criterion of effective methodical work) are studied out. The characteristics of traditional and innovative methods, forms and technologies of improving the methodological competence of music teachers in general secondary education are given, which include concilium, round table, methodical ring, auction of pedagogical ideas, business game, week of pedagogical sciences, pedagogical workshop, master classes , pedagogical mosaic, creative laboratory, discussion-aquarium, debates, information and communication technologies, etc.

scholarly journals SKILLS FOR CREATING SUPPORTIVE LEARNING ENVIRONMENTS – AN ESSENTIAL COMPONENT OF TEACHERS`PROFESSIONAL COMPETENCE

2020 ◽  
Vol 3 ◽  
pp. 302
Author(s):  
Kristi Kiilu ◽  
Urve Läänemets ◽  
Katrin Kalamees-Ruubel
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
Curriculum Design ◽  
Music Teachers ◽  
Professional Competence ◽  
Pilot Project ◽  
Research Problem ◽  
School Level ◽  
Comprehensive Schools ◽  
Supportive Learning Environment

The current research on music teachers’ professional skills of structuring and developing supportive learning environments for implementation of National Curricula is the third in line, based on a pilot project of 2013, a study of 2015. The research problem for all the three studies was “How do music teachers at general comprehensive schools comprehend supportive learning environment and opportunities for their design and development. The data collected and analysed (n=70) in 2019 allow to follow the development of teachers’ professional abilities and creativity at structuring and designing supportive environments for learning music at general comprehensive schools and kindergartens. If smartly designed and created, they promote learning, lead to higher academic achievement and contribute to students’ self-esteem. The study has also provided information about teachers’ professional approaches, real environments at schools and the needs for improvement. The analysis of the data, providing some insights allows to make recommendations for teacher training, for curriculum design at school level and offer suggestions for cultural activities in local communities supporting cohesion and identity building in society. Current turbulent times require increasingly wider competences and creativity from teachers for making music education socially meaningful. 

scholarly journals Music Teachers’ Perception of Music Teaching at the Stage of Early Adolescence

2021 ◽  
Vol 11 (3) ◽  
pp. 97-118
Author(s):  
Petra Brdnik Juhart ◽  
Barbara Sicherl Kafol
Keyword(s):  
Music Education ◽  
Early Adolescence ◽  
Music Teachers ◽  
Professional Competence ◽  
Music Teaching ◽  
Music Curriculum ◽  
Factors Affecting ◽  
School Music ◽  
Research Findings ◽  
General School

Based on the descriptive method of qualitative educational research, the present study explores music teaching at the stage of early adolescence in terms of general-school music teachers’ viewpoints on factors defining the planning and implementation of music teaching. The study was based on qualitative analysis of data gathered in interviews with 18 teachers from nine countries (Slovenia, Argentina, Australia, USA, Turkey, Poland, Russia, Italy and Germany). The research found that music teaching based on authentic musical communication through the activities of playing, creating and listening to music was favoured by the interviewees. Among the factors affecting the presentation of music teaching at the stage of early adolescence, the quality of curricular bases and the professional competence of music teachers were emphasised. In this context, the research findings showed that music curricula in the international context do not provide a suitable curricular base for the implementation of music teaching. The problem becomes especially salient when the competences of music teachers are insufficient for the transference of the curricular platform to musical praxis through authentic ways of musical teaching. The research findings provide an insight into the complexity of the factors involved, including authentic music teaching, the music curriculum and teachers’ competences, which determine the planning and implementation of music teaching at the stage of early adolescence. In addition, the findings provide a basis for further research in a broader context and for the development of guidelines for curricular updates and the modernisation of music education in general schools.

scholarly journals THE MODEL OF FORMING PROFESSIONAL COMPETENCE OF FUTURE MUSICAL ART TEACHERS IN THE PROCESS OF STUDYING PROFESSIONAL DISCIPLINES

2021 ◽  
pp. 84-90
Author(s):  
Pavlo Yalovskyi
Keyword(s):  
Social Order ◽  
Professional Training ◽  
Music Teachers ◽  
Professional Competence ◽  
Functional Model ◽  
Art Teachers ◽  
Methodological Approaches ◽  
Model Components ◽  
Professional Disciplines ◽  
Educational Component

The article is devoted to one of the current problems of higher pedagogical education – forming professional competence of future musical art teachers.The study reveals the essence of the concepts of ‘modelling’ and ‘model’ in the context of modern pedagogy. It is indicated that forming the higher music and pedagogical education applicants’ professional competence is a purposeful and pedagogically guided process aimed at developing their personal potential, as well as mastering the system of knowledge, skills, abilities, and experience necessary for professional activity.By the results of the analysis of modern domestic researchers’ scientific works, as well as considering the specifics of professional training of music teachers in higher education institutions, an author’s structural and functional model of forming the future musical art teachers’ professional competence in the process of studying professional disciplines has been designed – a comprehensive, holistic, dynamic system which reflects and theoretically substantiates the structure of the process, and consists of the target (social order, purpose, tasks), theoretical and methodological (methodological approaches and principles), content (complex of professional disciplines and non-credit educational component “Future musical art teachers’ professional competence”), organizational-procedural (forms, methods, means, stages of realization of the model) and evaluation-effective blocks (structure, criteria, levels of formation of the studied phenomenon). The content of the model components has been described.It is emphasized that an integral component of the designed model is a set of pedagogical conditions, which play an important role in achieving the goal. Keywords: professional competence, future music-art teachers, modelling, model, professional disciplines, forming professional competence of future musical art teachers, pedagogical conditions.

FORMING OF PROFESSIONAL COMPETENCE OF THE FUTURE MUSIC TEACHERS

2018 ◽  
pp. 87-97
Author(s):  
Maryana Tomashivska
Keyword(s):  
Professional Growth ◽  
Music Teachers ◽  
Professional Competence ◽  
Research Work ◽  
Empirical Methods ◽  
Present Stage ◽  
The Future ◽  
Self Actualization ◽  
Constituent Component ◽  
The Subject

In this article topic of forming of professional competence of the future music teachers, and meaning of mentioned formation in process of pedagogical activity are researched. Reviewed necessary knowledge and skills of the future pedagogues-musicians as constituent component of professional competence. It is conducted a theoretical analysis of psychological and pedagogical works on which makes it possible to state that at the present stage educational competency approach is a priority. Music and performing competence is identified as key in the structure of professional competence. Describing topic of self-actualization of the future teacher as aguarantee of they successful process of they professional growth. The author defines theoretical and empirical methods of investigation of the subject and the ways of further research work to develop effective methods of formation of professional competence of the future teachers of music.

scholarly journals A Survey Analysis of Art Teachers’ Use of Transmedia Technology

2021 ◽  
Vol 8 (1) ◽  
pp. 58
Author(s):  
Liudmyla Havrilova ◽  
Valentyna Oriekhova ◽  
Olena Beskorsa ◽  
Olha Churikova-Kushnir ◽  
Zoya Sofronii
Keyword(s):  
Art Education ◽  
Professional Training ◽  
Online Survey ◽  
Music Teachers ◽  
Professional Competence ◽  
Art Teachers ◽  
Educational Process ◽  
Survey Analysis ◽  
Innovative System ◽  
High Level

<p>Transmedia technology is a modern innovative system which scientists consider to be real communication revolution. Transmedia technology is investigated and actively implemented in different life spheres and social activities, such as mass media, journalism, marketing, culture, education etc. There is an urgent need to study the opportunities of using the transmedia technologies in art education, in particular in music teachers’ professional training. The implementing of transmedia technology in music teachers’ professional training contributes to the qualitative development of their professional competence, broadening of their outlooks, the improvement of artistic abilities, and professional skills. To study in detail both teachers’ and HEI students’ mastering of transmedia technology, the online survey “Transmedia Technology in Art Education” was held. HEI lecturers, secondary school Art teachers, teachers of Art school in Sloviansk, students of SHEI “Donbas State Pedagogical University” and Communal Institution “Pokrovsk Pedagogical College” took part in this questionnaire. The analysis of tests has proved the low level of acknowledgement about the essence of transmedia technology. However, it has demonstrated a high level of general technology knowledge and skills that makes it possible to implement the transmedia technology in educational process. We have revealed a number of issues which require the attention and further development.</p>

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