METHODS ENABLING THE FORMATION OF THE FUTURE MUSIC TEACHERS’ REFLEXIVE SKILLS
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2017, Vol 115, Issue 2
Abstract
The specificity of Music teacher’s activity is based on innovational nature of musical information which is to be perceived, processed, interpreted and rendered in the process of pedagogical interaction. This requires from a teacher cognition and understanding of one’s inner world, emotions. This kind of cognition and understanding is provided by formed reflexive skills which, in the context of the Music teacher’s activity, are interpreted as a personal and professional meta-formation manifested in cognitive mastering of self-research means, self-analysis, correction and prediction of results, it ensures success of the future music teacher’s training in piano. The article is devoted to the contents of all the stages according to the author’s methods aimed at the formation of the future music teachers’ reflexive skills in the process of training them in playing the piano elaborated on the basis of the analysis of the structure of the studied phenomenon. The task of the forming experiment was to realize the pedagogical conditions which were proved to be efficient in the course of the research. These conditions are: transformation of the individual qualities into the professional ones; creation of the reflexive and communicative environment on the basis of the acmeological potential of self-analysis and self-evaluation; actualization of students’ subjective reflexive position; activation of students’ positive attitude towards self-correction through the introduction of coaching technologies. The author’s methods enabling the formation of reflexive skills is built on the basis of the acme-strategic, axiological, phenomenological, hermeneutical and communicative approaches and includes four stages. The first stage is called actualizing. It is aimed at moving from a latent level of reflection to actual activity. This stage is based on the principle of existentiality. The second stage is propaedeutic. This stage is built on the principle of actual scientific consulting and is aimed at students’ self-diagnosing of their own level of reflexive skills. The third stage is called interactive. This stage presupposes immersion into autocommunicative and transcommunicative interaction and provides students’ permanent reflective activity. The last stage is research-centred. It aimed at students’ analysis of positive changes in their demonstration of reflexive skills. The principle of subjective semantics was the basis of this stage; it was defined as an idea of students’ free and variative evaluation of the results of their own self-development, progress in the formation of reflexive skills, quality of their own artistic performing interpretations in the process of piano training and in the process of pedagogical practice. The analysis of the results received by means of the last diagnostic test showed that the methods aimed at the formation of the future music teachers’ reflexive skills proved to be effective.
Authors and Affiliations
Min Shaowei
Keywords
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