An analysis of the contents of the pedagogical culture of the music art teacher




activity-personal, future teacher of music, organizational and creative, professional culture, need-motivational


Relevance of the study. All pedagogical classics assess the personality of the teacher as a decisive factor in the education of young people. A new understanding of the role of the human factor in social life, the transition from subject-oriented to personal-oriented education puts before higher education institutions the training of teachers of musical arts, which would be characterized by a high level of formation a pedagogical culture. Literature Review. The problem of teacher personality formation has received a qualitatively new concretization in the researches of modern Ukrainian scholars (E. Barbin, V. Bondar, V. Buryak, O. Dubaseniuk, I. Ziazun, O. Kirichuk, V. Moliako, O. Moroz, I. Nadolny, D. Nikolenko, L. Necheporenko, V. Ognevyuk, V. Palamarchuk, O. Pehota, O. Savchenko, S. Sisoeva, O. Serdyuk, G. Trotsko, M. Shkil, etc.). These writings emphasize the interconnectedness of culture and education, which requires teachers to have deep knowledge and beliefs, creative thinking, and the ability to navigate independently in a rapid flow of diverse information. Questions of pedagogical culture of the teacher music art from the standpoint of formation of personal qualities, professional skills and skills were considered by L. Archazhnikova, N. Volchegurskaya, A. Rastrigina and others. The results of researches devoted to the formation of professional culture of future teachers of music art, testified T. Abramova, O. Gribkova, R. Khaybullin and others. Problems of formation of methodological culture of music teacher were investigated by E. Abdullin. The issues of forming the artistic culture of the music teacher are devoted to the works of L. Rapatsky. The purpose of the article is to reveal the components of the pedagogical culture of a future music teacher. Results. The term "pedagogical culture" has long been incorporated into the practice of pedagogical activity and is a component of professional culture as a social phenomenon in its scope. Parents, military educators, teachers of higher education institutions, heads of various institutions, that is, people engaged in educational work may be carriers of pedagogical culture. The bearers of the same professional-pedagogical culture are people who carry out pedagogical activities at the professional level. Teachers' pedagogical culture is based on special and pedagogical education and provides a high level of professional activity. Conclusions. The pedagogical culture of the future music teacher is a systematic characteristic of the personality and activity of the music teacher, which represents the integral unity of such interrelated and interdependent components: need-motivational, activity-personality, organizational and creative. The structural components of the pedagogical culture of the future teacher of music art are characterized. The characteristics of the connections that exist between the components of the pedagogical culture of a future music teacher can conclude that the set of components under consideration is a holistic, systemic entity. The formation of a pedagogical culture of a future teacher is a complex and long-term process, which should include the stages of education in a higher education institution and in independent pedagogical activity, as well as the systematic work of the future teacher of music art on self-improvement.

Author Biography

Tatiana Sidorenko, Kryvyi Rih State Pedagogical University (50086, Kryvyi Rih, Ukraine)

Sidorenko Tatiana Dmytrivna, Candidate of Pedagogy ( Ph.D.), Associate Professor; Associate Professor, Department of Musicology, Instrumental and Choreographic Training, Faculty of Arts, Kryvyi Rih State Pedagogical University


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How to Cite

Sidorenko Т. (2019). An analysis of the contents of the pedagogical culture of the music art teacher. Scientific Journal of National Pedagogical Dragomanov University. Series 14. Theory and Methodology of Arts Education, 27, 39–44.