Формування готовності майбутніх учителів музики до фахового самовдосконалення на заняттях з постановки голосу

Abstract

Дисертація є цілісним дослідженням проблеми формування готовності майбутніх учителів музики до фахового самовдосконалення на заняттях з постановки голосу. Виявлено стан розробленості проблеми формування готовності майбутніх учителів музики до фахового самовдосконалення. Розкрито сутність і компонентну структуру феномену готовності майбутніх учителів музики до фахового самовдосконалення. Обґрунтовано методику формування готовності майбутніх учителів музики до фахового самовдосконалення на заняттях з постановки голосу. Визначено критерії, показники та рівні сформованості означеного феномену. Експериментально перевірено ефективність методики формування готовності майбутніх учителів музики до фахового самовдосконалення на заняттях з постановки голосу.

The thesis is a comprehensive study of the problem of formation of future music teachers’ readiness for professional self-improvement at voice training classes. The state of development of the problem of forming future music teachers’ readiness for professional self-improvement is revealed. The essence and component structure of the phenomenon of future music teachers’ readiness for professional self-improvement in two interrelated units: subjective-personal readiness (components: axiological-need, characterological and communicative) and content-activity readiness (components: cognitive-competence, analytical-regulatory, competence-corrective) are revealed. The methodology of formation of future music teachers’ readiness for professional self-improvement at voice training classes is substantiated. It is grounded on the foundations of humanistic, acmeological, systems-functional, synergetic, competence, reflexive scientific approaches, on the basis of which pedagogical principles are determined. The use of such pedagogical conditions is substantiated: purposeful stimulation of the needs of future music teachers in professional self-improvement; application of individualized methods and techniques aimed at improving the students’ characterological properties important for formation of the readiness for professional self-improvement; resource-competence provision of the process of forming future music teachers’ readiness for professional selfimprovement; directing of interactive methods and modern information and communication technologies at formation of future music teachers’ readiness for professional self-improvement. The developed methodology is organized in four stages: motivational-propaedeutic, developmental-forming, competence-forming, creative-productive and provided with a complex of appropriate methods. The criteria (motivational-mobilization, organizational-business, communicative and cognitive-competence, analytical-regulatory and competence-corrective), indicators and levels (high, sufficient, satisfactory and unsatisfactory) of formation of future music teachers’ readiness for professional self-improvement at voice training classes have been determined. The effectiveness of the methodology of forming future music teachers’ readiness for professional self-improvement at voice training classes has been experimentally tested. The comparative data of the diagnostic and control tests are presented.