DEFINING THE STRUCTURE OF PROFESSIONAL COMPETENCE FOR THE FUTURE TEACHER OF MUSIC ART
Journal Title: Актуальні питання гуманітарних наук: Міжвузівський збірник наукових праць молодих вчених Дрогобицького державного педагогічного університету - Year 2018, Vol 19, Issue 1
Abstract
The article describes the definitions of the concepts of «professional competence», «future teacher», «and musical art », «competence». Also, define the concept of «competence» which includes, in addition to the general set of knowledge, as well as knowledge of possible results of a particular mode of influence, level of skills and experience of practical use of knowledge. We define competence as a concept that pertains to a person, reveals aspects of his behavior and provides a professional-quality performance of work. The problem of raising the level of professional competence of a future teacher who is able to think freely and actively, to model the educational process, to independently generate, implement new ideas and technologies of education and education is relevant in contemporary socio-economic conditions. The concept of com- petence is closely linked to the concept of «competence». According to the vocabulary definition, the term «competence» has two general interpretations: this is «a circle of questions» .. and «knowledge and experience in one area or another». In the encyclopedia of education, edited by V. Kremen, it is noted that competence is alienated from the subject, a social norm (a requirement) for the professional competence of the pedagogical worker is required in advance, necessary for his qualitative productive activity, that is, socially fixed result.Competences establish a set of system characteristics for the design of ideal models and meters (qualimetric standards) of professional competence of pedagogical workers. They can be identified using «functional analysis»; competences determine what they should be able to do in accordance with specific positions, and establish standards that professional competencies acquired by the teaching staff should meet. Taking into account the specifics of musical education as a science and as a subject of study, in the structure of the profes- sional competence of the future teacher of musical art, we determine the following components, each of which corresponds to certain competences: educational and cognitive (general, general pedagogical and general psychological competencies, motivational, educational and communicative competencies); professional (musical and practical competences, general and creative individual abilities, professionally important qualities), professional-personal (artistic and aesthetic competence, pedagogical skills, personal qualities necessary for the teaching of artistic-aesthetic cycle subjects), each of which takes into account the existing interrelationship’ The artistic and aesthetic education and the quality of musical education.
Authors and Affiliations
Victoria ULYANOVA
Keywords
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