COMPONENTS OF FUTURE MUSIC TEACHERS’ READINESS FOR COOPERATION WITH SCHOOLCHILDREN IN THE EDUCATIONAL PROCESS

The article is devoted to the certain aspects of forming the future music teachers’ professional competence, in particular the relevant issue of the teachers’ readiness for cooperation with schoolchildren in the educational process. The problem of the future music teachers’ training for cooperation was reflected in the studies of N. Mozgalova, V. Orlov, E. Pecherska, T. Smyrnova and others. The author explains the formation of the future music teachers’ readiness to collaborate with students as a process and a result of educating students’ universal and professional values, of professional qualities, mastering their knowledge and mastering skills that ensure the effectiveness of interpersonal and artistic dialogue, the implementation of musical co-creation with students in the educational process. The author underlines that the future music teacher’s personal values are ones of the sources of his/her motivation for professional activity. The peculiarity of the artistic and pedagogical development of the future music teachers is the ability to organize the educational process in order to encourage the schoolchildren to communicate with art, to form their need for search of essence and meanings, reflection on universal values, the need for high aesthetic feelings and experiences. In the structure of the concept the author distinguishes and characterizes personality-axiological, cognitive and praxeological components. The content of the personality-axiological component is the formation of the future music teachers’ professionally important qualities (friendship, optimism, tolerance, responsibility, tact and justice) through the understanding cooperation as a universal human norm based on the system of universal, pedagogical and artistic values. The cognitive component contains a system of integrated knowledge about the content and ways of educational and musical and creative collaboration with schoolchildren. The praxeological component means mastering the group of communicative and organizational skills