Professionally-oriented approach in the preparation of students of artistic and pedagogical specialties

O.B Pavlenkovich,A.I Savenkov

doi:10.1051/shsconf/20208700058

Abstract

The competitiveness of an artist-teacher in the professional sphere is determined not only by the qualifications, but also by the ability to solve professional and subject-specific tasks in non-standard, changing working conditions. In traditional training, students of art and pedagogical specialties are in the position of consumers of educational services; acquire fundamental knowledge and skills, without thinking about their role in professional development and their purpose as a specialist. In a professionally oriented approach to teaching, students can take responsibility as the organizers of the pedagogical process, test their professional knowledge and skills in practice, and assess their level of readiness for the profession. In the context of solving the problem of professional development of students of art and pedagogical specialties in the educational process of higher education, the author of the study developed and experimentally tested a functional model.

Highlights

Higher education is an integral component of specialist’s professional development
The need for professional development of an artist-teacher in the educational process of the University is an incentive to work out methods for the integrated becoming of abilities demanding in future work
The complex application of principles, methods and means of professional development of students of art and pedagogical specialties in the educational process of the University allows them to form an idea of the tasks of a specialist, gives an opportunity to assess the level of their competence to perform its functions, to understand the essence of training, to adequately assess their mistakes and achievements

Summary

A problem statement

Higher education is an integral component of specialist’s professional development. The Federal state educational standard of higher professional education requires accounting for professional specifics in the students’ preparation, forming their focus on the implementation of the tasks of their future professional activity. The competitiveness of an artist-teacher in the professional sphere determines his ability to solve subject problems in non-standard, changing working conditions. Professional competence in a specialist’s characterization is an indicator of his readiness to perform professional functions, a guarantee of actual effectiveness. Graduates of artistic and pedagogical specialties with insufficiently developed visual and pedagogical abilities are unable to transfer subject knowledge, focus students'attention on the subject, interact with the team effectively, organize educational activities, which negatively affects the quality of students' training in future professional activities, especially in the first years of its implementation

The objective of the work

Materials and the results of the research

Findings

Conclusions