The phenomenon of performance-methodological competence of a future music pedagogue: essential and functional characteristics
DOI:
https://doi.org/10.24195/artstudies.2023-2.10Keywords:
competence, musical performance, educational paradigm, educational model, music pedagogue, functions, comparative approach.Abstract
The research is devoted to the study of the essence and functions of the performancemethodological competence of future music teachers. The application of retrospective, systematic and comparative types of analysis based on paradigmatic and comparative approaches has allowed us to determine that the foundations for organising a multi-vector and, at the same time, internally consistent process of forming music performance skills and awareness of the theoretical and methodological foundations of professional activity in future music teachers are provided by the competence-based educational paradigm. As a result of training on the basis of this paradigm, a specific construct of performance-methodological competence of future music teachers is formed, which ensures their ability of creative selfrealisation, autonomy and career self-design. It is specified that this competence provides the above abilities through the implementation of axiological, gnosiological, communicative and praxiological functions. It is specified that the further direction of the study is to determine the essence and structure of the performance-methodological competence of a future music pedagogue.
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