Methodological support for pedagogical diagnosis and formation of project-technological competence in future music teachers

Abstract

This article is devoted to the problem of diagnosing and developing the project-technological competence of future music teachers. The essence of this professional quality has been clarified. The paper provides an analysis of current research regarding the application of project technologies in arts education and key methodological competencies. The study conceptually defines the correlation between pedagogical diagnostic methods and methods for forming the professional qualities under investigation. The purpose of the article is to reveal the main diagnostic and formative methods of project-technological competence in future music teachers within an integrated and systematic research framework. According to the structural components of project-technological competence in future music teachers, the article presents assessment criteria and indicators along with the methods applied during pedagogical diagnosis and the formation of specific characteristics and structural components of said competence. The logical interconnection between two clusters of methodological support is demonstrated. Emphasis is placed on the developed pedagogical conditions, which are implemented through the introduced methods. It is shown that the set of developed methods was applied in stages: the Preparatory Stage – establishing a focus on the value context of pedagogical arts innovation; the Project-Educational Stage – intensifying the use of innovative mini-projects and training sessions in the educational process; the Self-Organizational Stage – stimulating the creation of creative project ideas in coordination with educational and industrial practices; the Creative-Synergetic Stage – purposefully expanding the range of communicative dispositions for organizing creative projects.