The essence and structure of future arts educators’ vocal-pedagogical self-development

Abstract

The article examines the essence and structure of future arts educators’ vocal-pedagogical self-development as a determinant of their continuous professional growth. The purpose of the study is to highlight the essence of vocal-pedagogical self-development of future arts educators and to substantiate the structure of the specified construct. Research methods included general scientific methods of generalization and systematization, as well as specific analytical approaches such as conceptual-terminological and comparative analysis. These methods made it possible to identify the priorities of professional self-development of future arts educators and vocal teachers and to determine the internal logic and structure of their vocal-pedagogical growth. The study establishes that the terminological field of research on vocal-pedagogical self-development encompasses such interrelated concepts as self-actualization, self-expression, self-identification, self-presentation, self-enhancement, self-improvement, self-creation, self-realization, self-reflection, and self-regulation. In procedural terms, vocal-pedagogical self-development is defined as a highly organized, self-cognitive, and self-projective activity aimed at professional self-realization in the field of vocal pedagogy. It is also interpreted as a purposeful process of creative self-transformation of spiritual, moral-ethical, and musical-aesthetic values, vocal-pedagogical competencies, and individual character traits oriented toward achieving acmeological peaks. The structure of future arts educators’ vocal-pedagogical self-development of is represented by four interrelated components: worldview-motivational, which reflects orientation toward self-realization and awareness of its personal meaning; cognitive-technological, which includes theoretical knowledge, technologies, and praxeological principles of vocal-pedagogical self-enhancement; interpretative-presentative, manifested in stylistic interpretation, self-presentation, and self-projection; and reflective-productive, associated with introspection, self-assessment, and performing-pedagogical self-realization in an acmeological perspective.