The article analyzes of forming the experience of music-pedagogical activity of the future teacher of music art. Diagnosis of the experience of music-pedagogical activity of the future music art teacher by the criteria (completeness, systematic and strength of knowledge based on the formedness of professional-pedagogical and innovative thinking; the level of formedness of experience of using the methods of music-pedagogical activity; presence of emotional-value attitude to music-pedagogical activity; intensification of communication on the basis of joint interaction of the participants of music-pedagogical activity; level of ability to predict, analyze, control and adjust music-pedagogical activity; originality of creative experience in various types of music-pedagogical activity) and indicators allows to evaluate the level of its formedness, to predict approaches, conditions and directions of improving the effectiveness of professional training of pedagogues-musicians.
The purpose of the research is to outline the features of the development of students’ multicultural competence and determine the role of the teacher in this process. Methods of synthesis, analysis, experiment, questionnaire and observation method has been used in the academic paper. The obtained results have confirmed the hypothesis: increasing the level of multicultural competence of students in a student-centered educational environment can be implemented subject to the active involvement of the teacher. Regular studying foreign languages and non-specialized disciplines also contributes to the development of multicultural competence. To assess multicultural competence, it has been proposed to use criteria that allow evaluating the impact of learning foreign languages and non-specialized disciplines, as well as the participation of teachers - curators. The pedagogical expediency has been proved and the application of forms, means and content components of the multicultural educational environment has been substantiated, as well as recommendations have been developed towards improving the effectiveness of the acquisition of multicultural competence of students with the active involvement of teachers.
Over the past 20 years, the strategic goal for Ukraine is to implement European standards into the practice of managerial activity, which should ensure sustainable socio-economic development of the state and improve the level and quality of life. The activities of state structures show that only the active creation of regulations, the content of which provides for the implementation of a number of reforms, does not lead to the expected results, because as a critical analysis of their content proves, such documents do not contain clear guidelines for implementation of reforms. This leads to negative consequences, which are manifested in the rapid deterioration of the quality of life, reduces the quality of educational, medical, administrative and other services.
One of the most important spheres that ensure sustainable socio-economic development of any country is education. We tried to answer a number of questions: is the implementation of educational reforms in Ukraine successful in the context of the government’s European integration policy; what are the advantages and disadvantages of implementing European standards into the practice of functioning of the educational sphere of Ukraine; which, in the opinion of the participants of the educational process, should be priority ways to improve the quality of education of the provision of educational services.
Thanks to the conducted sociological research, we assessed the existing challenges and threats that slow down the implementation of relevant reforms and outlined promising ways to ensure quality and effective reforming of the educational sphere of Ukraine.
РЕАЛІЗАЦІЯ БАЗОВИХ КОМПЕТЕНТНОСТЕЙ У ФАХОВІЙ ДІЯЛЬНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ МУЗИЧНОГО МИСТЕЦТВА Михаськова М. А.У статті проаналізовано базові компетенції, які реалізуються у фаховій діяльності майбутнього вчителя музичного мистецтва. Відповідно до нормативних документів, які регламентують освітньо-кваліфікаційні характеристики спеціаліста, конкретизуються соціально-особистісні, загальнонаукові, інструментальні, загальнопрофесійні та спеціалізовано-професійні компетенції. На думку автора, вони формуються в процесі діяльності спеціаліста музичного мистецтва й реалізуються в уміннях і здатностях фахівця. Визначено, що кожному завданню відповідає компетенція, яка формується системою професійних умінь. Фахова підготовка музиканта визначається метою і змістом музично-освітньої діяльності в школі (сприйманням й естетичним ставленням до музики, засвоєнням музичних знань, формуванням виконавських умінь). Наголошено, що спеціальність "Музичне мистецтво" охоплює завдання інструментально-виконавської, диригентсько-хорової, вокальної, музично-теоретичної та методичної підготовки в різних умовах діяльності (загальноосвітній навчальний заклад, дошкільний навчальний заклад, музична школа, школа естетичного циклу, ансамблі, інструментальні колективи). Обґрунтовано, що вчитель музичного мистецтва повинен засвоїти завдання професійної діяльності відповідно до базових компетенцій спеціальності. Ключові слова: базові компетенції, завдання діяльності, учитель музичного мистецтва.
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