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ТЕОРЕТИКО-МЕТОДОЛОГІЧНІ ОРІЄНТИРИ ПІДГОТОВКИ ФАХІВЦІВ МИСТЕЦЬКО-ПЕДАГОГІЧНОГО ПРОФІЛЮ

100%
Єременко О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 1(55)
81-87
EN
The article is devoted to the theoretical-methodological bases of training of the specialists in the field of art at the pedagogical universities. It is emphasized that training of specialists of artistic-pedagogical profile is based on theoretical approaches that reveal the national paradigm of professional training in the sphere of arts, humanistic foundations of music education, axiological approaches to the training of musicians-teachers, existential-emotional direction of musical education, predictive prognostic guidelines of professional training. The main role of the consolidation approach as a theoretical basis of the considered training is revealed. The outlined approach ensures that interaction of musical and professional, pedagogical and practical and research areas of training specialists of the artistic-pedagogical profile, the unity of cognitive-searching, appraising and interpretative, creative-productive activities while preserving the contents of each, and justifies the main principles of the implementation of this training and the basic guidelines for its modifications. It is emphasized that special musical training in the context of training in the art cannot be interpreted lower in rank; it is subject to the research priorities of the educational process. Besides, pedagogical direction in the context of a holistic process of training in music and arts also has no right to cede any of the performing or research, as in future educational activities of specialists of the highest qualification level of the teaching skill is no less important than other areas of training. It is stressed that cognitive activity includes opportunities for assessment of the information received, implementation of creative approaches of the students in the mastery of certain knowledge. Evaluation of actions can accompany the processes of learning and creativity. Creative approaches, in turn, significantly enrich educational activities as well as create conditions for a productive assessment of the results of cognition.
2

ТЕОРЕТИКО-МЕТОДОЛОГІЧНІ ПІДХОДИ ДО ПІДГОТОВКИ ПЕДАГОГІВ-ХОРЕОГРАФІВ

72%
Єременко О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 6(60)
151-164
EN
The problem of reforming of the competitive teachers-choreographers’ training is relevant. It is caused by the fact that higher pedagogical education had been enriched by new approaches and technologies of training, which primarily focused on the formation of professionally significant qualities of the graduates, expansion of their outlook in general, artistic in particular, education of the general dance culture. Therefore, in our opinion, important and necessary today is identification of the best theoretical and methodological approaches to the teachers-choreographers’ training. The aim of the article is to determine the leading theoretical and methodological approaches to the teachers-choreographers’ training in the higher pedagogical education institutions of Ukraine. To achieve this purpose a complex of research methods was used: analysis, synthesis, abstraction and generalization, which provided the definition and elucidation of the essence of major theoretical and methodological approaches underlying the training of modern teachers-choreographers. Modern theoretical and methodological approaches to training of specialists in the field of art pedagogy influence the choice of pedagogical strategies and teaching methods. Methodological foundations of preparation of the future specialists of choreographic and pedagogical profile are understood as a system of generalized theoretical knowledge, which play the leading role of conceptual positions, which are used in the process of training art specialists. Justification of methodological pluralism gives the opportunity to identify major methodological principles in theory and practice of training specialists of the choreographic and pedagogical profile, such as: - the national paradigm of the teachers-choreographers training; - humanistic basis of artistic education; - axiological approaches to the teachers-choreographers’ training; - existential-emotional directing of artistic training; - acmeological orientation of choreographic training. The use in the process of teaching of the outlined theoretical and methodological approaches to the teachers-choreographers’ training provide quality professional education and development of the personality, able think and act freely and independently. Theoretical and methodological approaches to the preparation of future teachers-choreographers in the higher pedagogical education institutions indicated in this article require further scientific research with the aim of identifying new pedagogical methods and tools, organizational forms of education to improve professional training of the future teachers-choreographers.
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