AESTHETIC COMPETENCE OF APPLICANTS FOR HIGHER PEDAGOGICAL EDUCATION: STRUCTURAL AND FUNCTIONAL MODEL

Abstract

The purpose of the article is to consider the pedagogical model of forming the aesthetic competence of future teachers by means of choreographic art, which combines structural analysis and functional modeling.
 The pedagogical modeling of aesthetic competence of higher pedagogical education students by means of choreography is considered as structuring the educational process for analyzing and managing it in order to solve current problems with a systematic approach.
 The proposed pedagogical model is a tool and conceptual framework that facilitates the understanding and explanation of the processes that occur during the formation of future teachers' aesthetic competence and reflects the effectiveness of the impact on their professional level.
 The purpose of the pedagogical model of forming the aesthetic competence of future teachers by means of choreographic art is to prepare the teacher for effective influence on the personal development of students.
 The result of the proposed model implementation is the achievement of a high level of development of the dynamic personal capacity of future teachers as carriers and creators of culture.
 The model includes the following blocks: goal setting, basic, organizational, implementation, and reflective.
 The structure of the pedagogical model reflects the interrelationships between the following elements: the purpose and result of the educational process; methodological approaches; pedagogical principles; stages, forms, methods, and techniques of teaching. The reflexive block of the model includes structural components, criteria for assessing levels of development, and diagnostic tools for analyzing the results of the formation of aesthetic competence of future teachers by means of choreographic art.
 The presented structural-functional model reflects the organization of aesthetic training of future teachers as a system in which the systemic factor is the interconnection and interdependence between the goal and the result of the pedagogical process.