Abstract:

The article analyzes the state of the formation of the methodical preparedness of the future teachers of music based on the praxeological approach. We suggest pedagogical praxeology as methodological basis for mastering the skills of professional functioning in the educational space, the prerequisite for the formation of methodological readiness. The analysis of scientific sources on the peculiarities of the music and pedagogical activity of the future music teacher, the approaches to the content and structure of the methodical preparedness of the specialists made it possible to clarify the essence of the structure of the methodical preparedness of the future music teacher as the dynamic integrity of the interconnected individual, personal and vocational qualities that integrally reflects the personality-professional characteristic of the individual. The developed system of methodical preparation of the future music teacher is represented by: structural components (motivational-value, cognitive-reflexive, creative-conative, emotionally-volitional and communicative-asertive); criteria of assessment (the degree of formation of incentives and value orientations to mastering the methodical activity, the degree of understanding the essence, characteristics and requirements of methodological activity, the degree of ability to creatively implement effective methodological activity, the degree of formation of emotional-volitional involvement in the methodological activity, the degree of mastery of communicative activity based on assertiveness); functional components of the system (analytical-design, competent-prognostic, demonstration-transformational and artistic-performing); levels of preparedness (formally imitative, reproduced-productive, adaptive-constructive and creative-interpretative) and quality of preparedness (productivity, efficiency, effectiveness, success).The singled out criteria allowed us to establish that none of the students has a methodical preparedness at the creative and interpretative level, 37.5% adaptive-constructive level, 37.5% reproduced-reproductive and 25% formally imitative. This fact indicates the need to develop pedagogical conditions for the formation of methodical readiness of the future teachers of music based on their acquisition of individual methodological experience in the educational process by the method of teaching music Author Biography Yevheniia Provorova, National Pedagogical Dragomanov University Pyrogova str., 9, Kyiv, Ukraine, 01601 PhD, Associate Professor Department of Theory and Method of Voice

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