A DEFINITIVE ANALYSIS OF THE PROBLEM OF PROFESSIONAL AND PEDAGOGICAL TRAINING OF TEACHERS OF MUSIC ART

Abstract

This article is devoted to the disclosure of key concepts of the essence and content of professional and pedagogical training of music teachers. It has been found that the issue of teacher training, in particular music education today, is extremely acute, which highlights the need to analyse the conceptual and terminological apparatus.
The views of domestic scholars concerning the interpretation of the essence of such concepts as "training", "professional training", "professional and pedagogical training" and "professional and pedagogical training of music teachers" as well as the specifics of professional and pedagogical training of music teachers in modern conditions have been revealed in the article.
It has been determined that the phenomenon of professional and pedagogical training of music teachers is multifaceted and requires detailed study. Its feature is complex.
The process of professional and pedagogical training of music teachers takes place on the basis of relevant educational institutions: conservatories, relevant faculties of higher education institutions, music schools.
In the process of research it has been found that scientists interpret differently the components of the key concept and definition itself. Its specificity lies in the need for a music teacher to combine a high level of professional knowledge, skills, abilities and competencies (performing skills) and possession of pedagogical skills, developed general and pedagogical abilities, to ensure effective subject-to-subject interaction, productivity, solving educational, upbringing and developmental tasks. In the pedagogical activity itself, its three components have been directly considered: cognitive (study of students, content, working conditions), design (planning of the content of teaching and education, activities of teachers and students), directly executive (teaching, students’ upbringing).