ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ УЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА ДО ОСВІТНЬОЇ ІНКЛЮЗІЇ: ПОНЯТТЄВО-ТЕРМІНОЛОГІЧНИЙ АСПЕКТ

Abstract

The article reveals the results of study on the problem of modern art education - vocational training of future music teachers for educational inclusion: conceptual and terminological aspect. The urgency of the problem is that today Ukrainian society makes demands on art education. In the Pedagogical University, they must train a music teacher as a leader of humanistic values of the highest standard. A teacher should be able to implement the principle of education accessibility for all. Vocational training of future teachers for educational inclusion is increasingly treated as a vital and integral component of education. It is because the number of children and young people with special educational needs is increasing worldwide. The purpose of the article is to determine the conceptual and terminological vocabulary on the problem of future music teacher’s vocational training for educational inclusion. To achieve this purpose, a set of research methods was used: theoretical analysis, search and bibliographic analysis to determine the essence of key research concepts; comparisons to identify common and distinctive features in the concepts; generalization to outline the author's comprehension of the conceptual and terminological vocabulary components. According to results of the problem of future music teacher’s vocational training for educational inclusion, a conceptual and terminological vocabulary was outlined. It includes the following concepts: «educational inclusion», «vocational training», «professional preparedness», and «professional and pedagogical competence», «readiness of a music teacher», «readiness of a music teacher for educational inclusion». In the study, future music teacher’s vocational training for educational inclusion is considered as an educational process aimed at formation students' readiness to provide in the future professional activity a system of educational services for persons with special educational needs. It involves their mastery of inclusive-oriented music and pedagogical competences, skills and personal qualities. Readiness of a music teacher for educational inclusion is defined as a professional and personal education, the result of competence gaining in the field of inclusive music and pedagogical education and training for inclusive music activity in general secondary education institution.