SEVERAL ASPECTS OF MUSIC SCHOOL TEACHER PROFESSIONALISM AND THEIR ROLE IN FACILITATING SOCIO-CULTURAL COMPETENCES OF PUPILS: ISSUES AND SOLUTIONS

Abstract

Ateacher’s ability to change and to be part of the society is the key trait ofhis or her professionalism and thus competitiveness. One of the mostsignificant personality traits of a teacher is creativity, and one of the mostimportant professional competences is the socio-cultural competence, which ischaracterized by an ability to use particular knowledge of the social andcultural environment, cultural values and their impact upon interpersonalcommunication, in order to cope with the challenges of the social environmentwithout loosing own identity. The aim of the article is to analyze aspects of musicteacher professionalism, which not just allow implementing musical contents,but also help pupils to acquire the socio-cultural competence. Materials and methods. Analysis of cultural studiestheories, personality development theories and use of empirical methods – expertinterviews, pedagogical observation methods in order to explore several aspectsof music school teacher professionalism in the context of the describedissue. Thearticle analyzes competences of music school teachers in the work with pupilsto promote the development of pupils’ musicality and to give a chance tounderstand the significance of learning music in a personal context. Based onthe comprehension about music being a field of art education that mayfacilitate the development of personal culture of each pupil, extensive andversatile knowledge of teachers is emphasized, along with the ability to useintegrated learning for the realization of goals in music studies. The articleanalyzes empirical data and their link to music teacher professionalism inworking with ethnically, linguistically, musically and in other aspects clearlyheterogeneous groups. The obtained data allows to draw conclusions aboutseveral aspects that should receive more thorough attention not only withinmusic teacher study programmes, but also in teachers’ further education. Itilluminates the questions that should be addressed within the local communityof the educational establishment and within the whole of society, in order formusic to not just be a study subject, but also a tool for facilitating thedevelopment of each pupil’s personality. KEYWORDS:Socio-Cultural Competences, Music School Teacher Professionalism, Musicculture, Music acquisition, Common experience.