Модель професійної толерантності майбутнього вчителя музичного мистецтва

Abstract

(uk) У статті представлено модель формування професійної толерантності майбутнього вчителя музичного мистецтва. Розглянуто низку вимог до процесу проектування моделі, ураховуючи взаємопов’язані структурні елементи, а саме: мету, завдання, підходи та принципи, етапи роботи, напрямки діяльності, особливості суспільних і особистісних потреб, фахові знання, вміння, навички та особливості контролю, оцінювання результативності.(ru) В статье представлена модель формирования профессиональной толерантности будущего учителя музыкального искусства. Рассмотрен ряд требований к процессу проектирования модели, учитывая взаимосвязаные структурные элементы, а именно: цели, задачи, подходы и принципы, этапы работы, направления деятельности, особенности общественных и личностных потребностей, профессиональные знания, умения, навыки и особенности контроля, оценки результативности(en) The article presents the model of formation of professional tolerance of future teachers of musical art. Considered a number of requirements for the design process of the model, given the interconnected structural elements, namely: purpose, objectives, approaches and principles, stages of work, activities, peculiarities of social and personal needs, professional knowledge, skills and characteristics of management, evaluation of effectiveness. The goal is to determine the characteristics of the process of formation of professional tolerance future teacher of music. This is to ensure that the system of knowledge and skills that are necessary for a productive future careers. The challenge is to identify pedagogical conditions for effective formation professional tolerance future teacher of music. Thesis there is determined the general didactic principles: relevance, professional development, the principle of science content and teaching methods, subject-subject interaction (cooperation) intehratyvnosti principles, the principle of unity of educational, developmental and educational functions active principle, the principle of strength, principle of availability, the principle of regularity and consistency. The proposed model has special principles: the principle of unity of artistic and technical, the principle of unity of emotional and conscious principle focus on the spiritual development of the individual by means of music, the principle of individualization of learning. The article analyzes a set of approaches, among them: acmeological, cognitive, axiological, dialogical, culture-creative. The algorithm implementation model consisting of three interrelated stages. In Phase I (Procedure) we introduced the first pedagogical conditions - creating a situation of success in the music and creative activities. In stage II (the design constructive) focuses on the implementation of the second pedagogical conditions – the use of information technology in the context komunikatyvenyh informatization music education. Stage III (organizational-activity) is characterized by the introduction of a third pedagogical conditions - use hermeneutic skills in the interpretation of music. In the third stage introduced a special course through which deepen vocational pedagogical basic questions, ability and skills for the formation of the studied quality.