The essence and component structure of future piano teachers’ readiness for working with a multigenerational population of music education students

Abstract

The article shows that the current transformation of the socio-cultural space necessitates a rethinking of approaches to education, particularly in the arts. The increasing age diversity of learners demands adaptation of content, forms, and teaching methods. Special attention is given to the preparation of future piano teachers to work effectively with students of different ages. Education becomes not only a professional need but also a way of personal self-expression, which increases interest in musical performance across various social groups. The purpose of this article is to explore the essence of the concept and the component structure of the preparedness of future piano educators for working with a diverse age range of music education students. Given that the professional training of music educators requires a deep understanding of students’ age-specific characteristics and the ability to adapt teaching methods accordingly, the objective of this study is to identify the key components that constitute the preparedness of a piano teacher to effectively engage with learners from var- ious age groups. The research methodology is grounded in a range of factors and scientific approaches, including. The phenomenological approach, which enables a scholarly reflection on the essence of the studied quality in relation to the training and preparedness of future piano educators for working with a multigenerational cohort of music education students, within both formal and non-formal educational contexts. The structural-systemic approach, which allows for the examination of the component structure of training in the context of various aspects of professional preparation and the corresponding competencies required. In this context, professional competence of the teacher is understood as an integrated formation that includes methodological flexibility, psychological adaptability, and the ability to improvise and individualize the learning process. It is important to consider cognitive and emotional characteristics of different age groups. Teacher readiness includes several interconnected components: system-cognitive – knowledge in musicology, developmental psychology, and pedagogy; psychological-pedagogical – development of empathy, communication sensitivity, and the ability to create a supportive learning environment; practical-methodical – tools and techniques for teaching that take into account age-specific features; creative-reflective – promotes self-improvement, analysis of one’s own work, and variety in performance approaches.Thus, effective interaction with a diverse age group requires professional flexibility, emotional resilience, and communication skills, allowing teachers to provide quality artistic development for every learner.