Practice-oriented courses in the training of future music teachers
DOI:
https://doi.org/10.32405/2308-8885-2019-4-46-51Keywords:
professional training, quasi-professional activity, practice-oriented special courses, modelling of pedagogical situationsAbstract
The article deals with the specifics of music-pedagogical activity. According to its peculiarities, it is established that the vector of preparation of the future teacher-musician is aimed at acquiring students with performing skills in different types of musical activity, knowledge of theory and history of music, leadership skills of music-cognitive activity of students of different ages.
It is noted that professional training takes into account the artistic and creative nature of music teacher and integrates general pedagogical and professional complexes. At the same time, professional training with an emphasis on the creative use of students’ knowledge, skills and abilities in practice is dominant.
The peculiarities, content and importance of introducing into educational process of higher education institutions practice-oriented special courses as innovative forms of organization of professional training of future specialists actively involving future specialists in quasi-professional activity by modelling their own musical and pedagogical activity have been considered. The conceptual approaches defining the principles of implementation of practice-oriented special courses have been specified. Moreover, their specificity, types and content in the context of creative musical and pedagogical activity of future teachers-musicians have been presented.
The author presents her own methodology of practice-oriented special course “Creative Amateur Activity of Future Music Teachers in the Process of Pedagogical Practice”. Its main principles are determined by the students’ motivation to productive independent work focused on professional activity that has a creative character. The content of modelling of pedagogical situations in various types of musical activity with schoolchildren, forms, methods and techniques of working with students in the process of studying the author’s special course have been described.
The author concludes that practice-oriented special courses organically implement quasi-professional activities in the process of professional training and reflect the creative nature of musical and pedagogical activity. Implementing practice-oriented courses of modelling of situations of individual musical and pedagogical activity provides the increase in the level of students’ pedagogical, subject, and methodological competence. It helps realize students’ creative potential and puts forward the need for their implementation in an integrated system of professional training of future teachers-musicians as a preparatory stage to pedagogical practice.
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