Competence approach has a great potential for professional development of the future music teachers and their successful self-realization in professional activities. The professional level training of the future music teachers is constantly changing and becoming more complex. Art plays an important role in personality development of the primary school music teachers. Analysis of relevant research in music pedagogy (L. Havrilova, A. Kozyr, L. Masol, T. Pliatchenko, A. Rastryhina, R. Savchenko, V. Fedoryshyn) allowed to define a modern interpretation of the music teachers’ professional competence. The authors of the article have analyzed the concept of professional competence of the primary school music teachers. It is indicated the importance of art competence as a part of professional competence of the future music teachers’ work with children in primary school. The authors’ own vision of the definition of art competence is proposed. The structural components of the art competence are identified. This is the purpose of the article. For the study used a range of researchmethods, including analysis, synthesis, comparison, generalization to study the scientific literature, government documents, and to compare the position of scientists regarding the content of the “professional competence of the future teachers of music” concept. After the study of different theoretical and historical aspects of the future music teachers professional competence, the following definition of the term is proposed. Art competence in the structure of professional competence is special and displays the readiness of the student to investigation, analysis and interpretation of art works; it is the ability to use a systematic historical and theoretical knowledge about the art for the solution of professional tasks. The art competence structure includes the following components: cognitive (art theoretical and historical knowledge), analytical-active (analysis and professional actions), motivation (desire to exercise artistic activities, formation of aesthetic tastes), and reflective-evaluation (the ability to use, evaluate, and improve art skill level). Art competence is not innate and requires formation in the learning process. Modern music teacher needs to be a multi-faceted specialist. He should possess the basic music theoretical and practical knowledge and skills, also navigate in different art areas. Art training of the future primary school music teachers needs to find and use specific teaching methods, including the use of computer technologies, new forms and methods that take into account the specific phenomenon of pedagogical professional competence of the music teachers of primary level education, new organization of the educational process.
This article is devoted to actual problems of modern higher education in Ukraine, which are related to the involvement of future specialists in in-depth study of English as the main language of international communication and finding ways to update methods of learning foreign languages. Actuality of problem proved integration into the European educational area, changes in strategic directions of development of higher education in Ukraine. The authors rely on Ukrainian Government and the Ministry of Education regulations, in particular the Ukraine President Decree “On announcement 2016 year of English in Ukraine” and the “Common European Framework of Reference for Languages: Learning, Teaching, Assessment”. In-depth study of foreign (English) language, fluency in English is consistent with the communicative competence as one of the key in the overall system of competences set out by international experts in the program “Definition and Selection of Competencies: Theoretical and conceptual bases” (De Se Co). Communicative competence was analyzed and adapted to the realities of national education by Ukrainian scientists T. Baybara, N. Bibik, O. Ovcharuk, O. Onopriyenko, K. Ponomareva, O. Pometun, O. Savchenko and others. The purpose of the article is to highlight and analyse the results of monitoring levels of English language proficiency of State Higher Education Establishment “Donbass State Pedagogical University” students and propose ways of improving English communicative competence of future teachers. Common European Framework of Reference for Languages singled out six levels of language skills that have been developed by the Association of Language Experts ALTE: introductive (Breakthrough or A1), intermediate (Waystage or A2), landmark (Threshold or B1), advanced (Vantage or B2), standalone (Effective Operational Proficiency or C1) and competent (Mastery or C2). It summarizes the results of academic achievements, a certain level of skills in each kind of speech (speaking, listening, reading, writing), which should reach students at every stage of learning. The authors describe the monitoring stages: evaluating initial level of foreign (English) language of students of non-foreign language specialities using Cambridge Educational Syndicate test A2; retest after implementing the training course “British Exams” into practice of professional training of students of Primary School Teacher Training Faculty with special attention to the development of the productive skills of English communication. The conducted monitoring showed the need for reformatting the content of English education at the university that requires greater communication and developing productive skills of English communication
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