FUTURE MUSIC TEACHER’S FUNCTIONS OF METHODOLOGICAL CULTURE

Abstract

The necessity to develop methodological culture of a future music teacher derives from demanding requirements to graduates of higher artistic education institutions. We understand methodological culture of a teacher as a component of his professional culture. This issue has not been studied sufficiently in the area of music pedagogy; therefore, this paper aims at substantiating the function of methodological culture of a future music teacher. Theoretical research methods (analysis of academic literature, synthesis, systematization, generalization) were applied in the research process. We determine the relevance of researching the issue of a future music teacher formation of methodological culture in the view of existing discrepancies between the desired maturity level of methodological culture of future teachers and insufficient understanding of specifics of this process, lack of necessary tools and methods to form methodological culture. We provide insight into the specifics of this phenomenon through the functions of methodological culture of a future music teacher, namely:  cognitive (to acquaint students with the specificities and peculiarities of the organization of future professional occupation);  axiological (to form the value orientations of students);  informational (to provide students with the necessary information to analyze and produce new knowledge qualitatively);  communicative (to transfer the professional knowledge and skills, their assimilation and enrichment in the process of communication among students);  normative (students’ awareness of the normative legal documents, which should be guided by the teacher in his professional career);  creative (to retreat from stereotypes, to find innovative and non-conventional methods, and fascinating interaction techniques);  educative (the universal factor in students’ self-development);  worldview (is leading and manifests itself in a way that combines all the foregoing functions). We have concluded that essence and functions of a teacher’s culture can differ depending on culture types, which in its turn is related to a person’s object and the scope of activity. Methodological culture as a component of professional culture comprises theory and practice of music teacher’s professional and pedagogical activities culture.