ANALYSIS OF COMPETENCY MODELS OF TRAINING A MODERN MUSIC TEACHER

Abstract

The article is devoted to the study of the modernization of professional training of future teachers of music in the conditions of modern transformational processes in education in Ukraine, caused by the implementation of the concept of the New Ukrainian School, European integration aspirations and digitalization. The emphasis is on changing the teaching paradigm, where the teacher of music is considered as a facilitator, mentor and creator of the educational environment, which contributes to the development of not only artistic and aesthetic, but also social, emotional, communicative and creative skills of students through artistic activity. The competency-based approach has been analyzed as a leading educational trend, which is focused on the formation of the ability to apply knowledge and skills in practical activities and to act effectively in various professional situations. It is emphasized that it is precisely such training of teachers capable of creative self-realization, reflection and professional development that meets the challenges of the modern information and cultural environment. The article presents a review of modern scientific research, which unanimously supports the leading role of the competency-based approach in the training of music teachers. The main arguments in favor of this approach are highlighted: practice-oriented training, development of professionally balanced, creative and integrated competence, as well as the ability to respond to modern challenges (New Ukrainian School, inclusion, digitalization). Separately, the works of researchers focusing on specific competencies have also been considered: methodological, information-digital, inclusive, artistic, creative (performing), etc. An analysis of the latest competency models that are actively implemented in Ukraine and Europe has been conducted, highlighting their most important components and defining competencies for the professional training of musical art specialists. This approach will allow us to highlight sound engineering training as the basis for the formation of a teacher’s information and digital competence, the integration of digital technologies into the educational process, and the development of practical skills in sound recording, editing, working with audio editors, and creating multimedia content for teaching and artistic activities.