Academic journal article International Education Studies

Organization a Culture of Self-Education of Music Teachers

Academic journal article International Education Studies

Organization a Culture of Self-Education of Music Teachers

Article excerpt

Abstract

The article discusses the culture of self-education of music teacher as a professionally necessary quality of a modern specialist in the field of music education. The author proposes finalized definitions of basic concepts; consistently reveals the essence, structure, criteria and indicators of self-culture of music teacher; reveals the potential of conducting and choral disciplines as pedagogical tool. As the mechanism of formation of pedagogical culture of self-education of the future music teacher the author's model is suggested. The results of its experimental testing in terms of educational practice prove the effectiveness of the study.

Keywords: self-education, music-pedagogical self-education, culture of self-education, conducting and choral disciplines, pedagogic model, future music teacher

1. Introduction

Priority area of educational policy in Russia is a complex modernization of education at all levels and stages. In this context, particular important is the formation of musical teaching corps, corresponding to the needs of modern life. Trained professionals are called to be the bearers of ideas updates based on conservation and enhancement of the best traditions of Russian musical teacher education. Requirements for the level of education of the music teacher are high enough: the future professional should have a certain amount of knowledge, skills, possess a synthesis of common cultural, professional and specialized competencies to carry out professional self-education and personal growth, to design further educational path and professional career.

The problem of self-identity is the subject of study of various fields of science. In particular, the psychological basis of self-education are studied (Zimniayia, 2001; Rubinstein, 2002); philosophical and methodological aspects of self-education in its relation to self-discipline and self-development are discussed (Andreev, 2005; Osipov & Prygin 2012). Pedagogical science revealed the essence of self-education students, methods and forms of its development (Buriak, 2007; Morozova, 2010; Georgii-Hemming & Westvall, 2010; Stalhammar, 2006); summarizes the ways of forming pupil need in self-education (Borisov, 2009; Yudenko, 2007; Honig, 2006); studied some aspects of self-education of university students (Ganin, 2004; Glukhova, 2010); the problems of development of pedagogical self-education are discussed (Ganchenko, 2004); the problems of self-education of students are considered (Oparin, 2002; Preobrajenskayia, 2008; Fominf, 2007).

Problems of development and improvement of musical and pedagogical self-education with the specific of art didactics are reflected in scientific works (Abdullin et al., 2002; Shkolyar et al., 2001). Works (Aliev et al., 2001; Fungal, 2010; Wright, 2008; Oliveira, 2005; Powell, 2014) devoted to the formation of professional culture of the music teacher.

Despite the fact that the problem of self-education is the focus of modern pedagogy, a special study on a culture of self-education of the future music teacher in the course of development of the conducting and choral disciplines, has not yet been carried out. In this context, the relevance of the development of the mechanisms of formation of pedagogical culture of self-education of the future music teacher by means of conducting and choral disciplines in higher education system is not in doubt.

2. Method

The methodological basis of research on the scientific level the systemic and holistic approach is identified provided the opportunity to explore areas such as education and culture. In accordance with the logic of research for the task in the experimental work the following methods were used:

a) Theoretical methods-steps: identification and resolution of conflicts, statement of the problem, the construction of hypotheses of the study, the construction of phases, stages and phases of research, inductive-deductive method of proof; methods of operations: analysis, synthesis, comparison, abstraction, specification, synthesis, simulation allows to master the psychological and pedagogical, musical and pedagogical work on the problem under study. …

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