Структура інтегральної компетентності майбутніх викладачів мистецьких дисциплін

Abstract

У статті досліджено структуру інтегральної компетентності майбутніх викладачів мистецьких дисциплін, ѐк мета-кваліфікаційного конструкту, функціѐ ѐкого полѐгаю в координації процесів актуалізації та формуваннѐ компетентностей, відповідно до мети та завдань варіативно-творчого процесу мистецької освіти. У результаті аналізу наукової літератури визначено, що таку структуру складаять мотиваційно-самокоригувальний, компетентнісно-адаптаційний, методично- персоналізований, творчо-інтерпретаційний компоненти. Подальші дослідженнѐ передбачаять визначеннѐ методологічних засад методики формуваннѐ інтегральної компетентності майбутніх викладачів мистецьких дисциплін. The article explores the structure of integral competence of future teachers of art disciplines as a meta-qualification construct whose function is to coordinate the processes of updating and forming competences in accordance with the goals and objectives of the variative-creative process of artistic education. Conducted analysis of scientific literature with subsequent systematization of the information obtained made it possible to establish that the competences of future teachers of art disciplines are called upon to ensure the artistic- educational process, the conceptual dominant of which is interpretation of works of art. It is determined that interpretation (performing and pedagogical) presupposes the existence of a formed set of competences that provides the opportunity to comprehend the meanings of a work of art at an interdisciplinary level, as well as the capability, intention and ability to organize the artistic-educational process taking into account individual age, perceptual psychological, personal, competence and other features of its subjects. The mentioned qualities and skills are traditionally studied by scientists in the framework of the motivational, cognitive, reflexive and activity components of the competences. However, the structure of integral competence, as a meta-qualification construct, in addition to the content of the mentioned components, includes components that provide coordination of the dynamic processes of formation and updating of the competences of future teachers of art disciplines. Such components were identified in the process of the study, by indexing the competence sphere of the mentioned specialists using the “Integrated Operating System (IOS)” by K. Wilber. As a result, it is determined that the integral competence of future art teachers is a synergetic construct that implements the coordinating function in four projections of the quadrants of the integral operating system of K. Wilber, and consists of motivational-self-correcting, competence-adaptive, methodological-personalized, creative- interpretative components. Further research involves determination of the methodological foundations of the methodology for the formation of the integral competence of future teachers of art disciplines.