The Role of Pedagogical Mentoring in Building Professional Competencies of Future Music Teachers
Year: 2024
Type: article
Study design: Clinical Trial
Abstract: The aim of the article is to identify the conditions for the effective use of pedagogical mentoring for building professional competencies of future music teachers. The research employed such methods as questionnaires, testing, and a formative experiment. The research confirmed the hypothesis about the effectiveness of pedagogical mentoring in the training of future music teachers. In general, medium and sufficient indicators of professional competencies prevail in the studied samples. Pedagogical mentoring is effective in stimulating motivation for self-development in the musical field and increasing general interest in musical art. The accumulated professional knowledge of future specialists has not changed significantly during the mentoring process. Learning about the history of music is especially problematic. Effective factors of the mentor’s influence are the level of professional experience in the musical field, social and professional authority, personal charisma of the mentor. Traditional higher education is more focused on the assimilation of theoretical knowledge, compared to the development of professional motivation and professional skills of future music teachers. Students are more focused on the musical field than the pedagogical one. The significance of the obtained results implies their use for optimizing the training process of future music teachers. Research prospects are studying the specifics of the impact of pedagogical mentoring depending on the year of study of future music teachers.
Institution: Rivne State University of Humanities
Language: English
Subfield: Music
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4405407000