CRITERIA AND LEVELS OF READINESS OF FUTURE PRIMARY SCHOOL TEACHERS FOR INTEGRATED MUSICAL AND EDUCATIONAL ACTIVITIES
DOI:
https://doi.org/10.58407/231915Keywords:
integrated musical and educational activity, criteria and levels of readinessAbstract
The article states that the integration of Ukraine into the world educational space and the improvement of the national system of higher education actualizes the quality of primary school teacher training. It is emphasized that integration as the most promising path of development is defined as the priority direction of educational programs of the primary level of education. It is emphasized that the integration of musical art into the content of school subjects is a leading factor in the comprehensive development of a child, his talents and abilities.
Aim of the article: to determine the criteria and levels of readiness of future elementary school teachers for integrated musical and educational activities.
Methodology. In the process of research, theoretical methods of analysis and synthesis of dissertation studies of modern scientists, generalization of their developments were used.
The scientific novelty lies in the determined criteria and levels of readiness of future elementary school teachers for integrated music-educational activities, which will allow analyzing the results of the formative experiment and drawing general conclusions of the research.
The content of the readiness of future primary school teachers for music-educational activities includes: forms, methods, teaching tools for creating and maintaining interest in the subjects of the music-aesthetic cycle.
Based on the theoretical analysis of modern scientific research, the criteria (motivational, cognitive, creative, practical-active, personal-reflective) and levels (elementary, reproductive, constructive, productive-creative) of the readiness of future primary school teachers for integrated music-educational activities have been determined.
Conclusions. The mentioned criteria and levels of readiness of future primary school teachers for integrated music-educational activities allow us to assess the quality of professional training of future specialists. Extension of the study requires statistical processing of the collected data of the formative experiment.
References
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