Принцип адаптації у формуванні готовності майбутнього вчителя музичного мистецтва до професійної самореалізації

The issue is dedicated to the justification of adaptation principle, the determination of organizational and methodological conditions of its realization in future music art teachers’ readiness for professional realization of personal potential. It has been stated that national education modernization and its entry into European educational space put forward new demands to future teachers’ professional training, the fulfillment of which has to provide the formation readiness for realization of personal potential, holistic experience of self-activity. Based on the analysis of scientific literature, it has been remarked that scientists, revealing the points of theoretical and methodological fundamentals of future teachers’ training for realization of personal potential in professional work, emphasize that becoming a competent professional, able for successful realization of professional potential, depends on defining and implementing common and specific principles of modern professional education. It has been mentioned that contemporary understanding the teacher as a subject,organizing oneself on every stage of educational activity, and placing personal self actualization as an essential element of professional activity, keep current the problem of adaptation which is urgent for music teachers as desire for self-perfection and opportunity for self-actualization, self-realization, self-determination and self-expression are natural for the profession.Lack of theoretical research and practical need to solve the problem of future music art teachers’ adaptation determined the choice of the thesis topic and the main course of its presentation. In the article the following concepts have been defined: adaptation, its subject matter, features of future music art teacher’s professional adaptation; author’s definition of the concept “future music art teacher’s professional adaptation” has been suggested. The most important methodological and organizational conditions have been revealed in the issue. They are as following: self-regulation activation in students’ education; organization of training activities on the basis of creativity with wide use of students’ self-presentations aiming at self actualization while interacting with other people (teachers, fellow students, pupils and so on); the expansion of students’ educational activity nonregulation; creation of music and education environment for future music art teachers’ training; targeting of the content, methods and forms of teaching at the perspective of future profession. It has been concluded that the principle of adaptation is significant in future music art teachers’ training for professional realization. Professional adaptation is a final stage of person’s professional actualization. It makes professional work possible.У статті розкрито зміст поняття "адаптація", його сутність, особливості професійної адаптації майбутнього вчителя музичного мистецтва; представлено авторське визначення терміну "професійна адаптація майбутнього вчителя музичного мистецтва"; обґрунтовано принцип адаптації у формуванні готовності майбутнього вчителя музичного мистецтва до професійної самореалізації; визначено організаційно-методичні умови реалізації принципу адаптації. Зроблений висновок про те, що професійна адаптація є завершальним етапом професійного самовизначення особистості і робить професійну діяльність можливою, а тому принцип адаптації є важливим у формуванні готовності майбутнього вчителя музичного мистецтва до професійної самореалізації