The conceptual ideas of the methods of the formation of the individual educational trajectory of the students in the process of the professional training of music teachers

Abstract

 The conceptual ideas of the methods of the formation of the individual educational trajectory of the students in the process of the professional training of music teachers. The purpose of the article is the illumination of the pedagogical foundations of the formation of the individual educational trajectory in the process of the professional training of the pedagogue-musician. Today the institutions of higher education of Ukraine demonstrate the significant transformations caused by the changes of the socio-cultural conditions of their activity, in particular, being in the condition of war. The colossal challenge of management of higher education consists in the necessity of the solution of the contradiction between the necessity of the sustainable development of higher education and the constant changes of the conditions of the functioning of the universities as the socio-cultural institutions. The review of experimentally proven solution of this contradiction, in particular, the theoretical grounding of the methodology of the formation of the individual educational trajectory of the students of higher musical-pedagogical education has been offered in the article. The theory of the personification of education plays a special role in the formation of the individual educational trajectory. The conducted analysis of the state of the issue in the native and foreign literature gives the possibility to confirm that ensuring the individual educational trajectory requires both the use of the personalized, individual-creative approach, as the renewal of the organization of the training with the wide implementation of the blended forms. The renewal of the didactic design of the educational process of the professional training of the teacher of musical art in the institutions of higher education of Ukraine has been proposed. The content of education (educational components), methods, forms, tempos of mastery of the outcomes of training, the format of communication with the subjects of the educational process are the didactic markers of ensuring the dynamic process of the realization of the individual educational trajectory of students. The didactic design has been determined as the technology of designing and the realization of the system support (educational[1]methodical, software, content-technological and communicative) process of the professional training which is aimed at the formation of the individual educational trajectory of the student. The educational-methodical element consists of the educational[1]professional program "Secondary education. Musical art. Art"; syllabuses of education components (professionally oriented disciplines) and their didactic content; subject[1]orientation portfolio of the teachers of professional-oriented educational components. The content-technological element has the content of professional-oriented educational components; the ways of the conduction of the lessons; the forms of the organization of the lessons; teaching methods; the tempo of the mastery of knowledge; the means of the control (the type of the control, the method of the control). The communicative element has been represented with the forms and the vectors of communication; the modes of the interaction with the pedagogue / pedagogue-supervisor. The activity-creative element contains the educational activities; the scientific activity; the concert-performing activity. The reflective-regulatory element consists of the program outcomes (knowledge, abilities, skills, the general and the professional competences).