Artistic and Pedagogical Competences of the Fine Arts Teacher: an Adaptation to the Postmodern Society

Abstract

The importance of the outlined problem lies in the fact that professional training of future fine arts teachers should take into account the trends of recent general scientific, socio-cultural and moral-aesthetic processes. Analysis of the professional training system in the context of the requirements of postmodern society gives grounds to claim that it requires significant updating. In particular, individualization and democratization of education, interdisciplinarity, departure from traditional patterns of professional training, rethinking of pedagogical ideas and postulates in the context of quality assurance, etc. are paramount. The article defines the structure of artistic and pedagogical competence of a fine arts teacher. Its structural elements (artistic component (artistic and aesthetic education, skill)) and pedagogical component (psychological and pedagogical culture, reflection) and ways of their formation are determined. Ways to improve professional training of future fine arts teachers taking into account the postmodern features of higher education development (ensuring continuity of creative education; updating the scope of professional training; the use of information technology in the process of professional training of future fine arts teachers; emphasis of the educational programme on personal and creative development, self-fulfilment of students of artistic specialties. Development of pedagogical conditions for formation of artistic and pedagogical competence in future fine arts teachers and organization of a pedagogical experiment in order to determine their effectiveness seems promising.

Components of aesthetic professional training of art specialists

“…According to Nerubasska (2020), the aesthetic competence of an educator is a factor of acquired professional traits during their own professional activity and aims to develop moral values and form patriotic education. In addition, according to Tomashevskyi (2022), the key principles of postmodern pedagogy include the identification of authoritative views and the search for personal truths, the protection of individualism, and increased sensitivity to cultural and ethical issues. Vider (2022) argues that the rhizome philosophy is the most inherent in the aesthetic competence of a teacher, as it directly relates to the postmodern era.…”

Integrating Aesthetic Education in Quality Education: A Bibliometric Analysis of Sustainable Development Perspectives

“…The emphasis on aesthetic education is especially crucial in the context of contemporary educational innovation [7]. Discussions concerning the reintegration of aesthetic education within modern education have intensified, recognizing the fusion of aesthetic and quality education as a cornerstone for achieving comprehensive educational innovation and development [8]. Despite scholarly discourse on the role of aesthetic education within the domain of quality education, there remains a notable deficit in quantitative analysis and systematic substantiation.…”

Enhancing Artistic Skills with TPSACK Courseware: Supporting Art and Design Education (ADE) Students’ Professional Development in Artistic Skills by Using Technology

“…The integrated technology in the classroom depends upon the artistic skills embedded, which ultimately influence the student learner's beliefs and ideas. The development of pedagogical conditions for the formation of artistic and pedagogical competence in future fine arts teachers and the organization of a pedagogical experiment to determine their effectiveness seems promising (Tomashevskyi et al, 2022).…”