THE COMPETENCY‐BASED APPROACH AS A METHODOLOGICAL BASIS OF THE PROFESSIONAL TRAINING OF MUSIC THERAPY SPECIALISTS

Abstract

The article is devoted to highlighting the problem of using the competence approach in the professional training of music therapists. The aim of the article is to substantiate the competency‐based approach as a methodological base of musical therapists’ professional training and education. The article presents the results of the analysis of the scientific and pedagogical literature which highlits the peculiarities of the application of the competency‐based approach in the professional training of specialists, the experience of using the potential of music therapy in education, the use of a competency‐based approach in the training of music therapists. It has been proven that the competency‐based approach involves a shift of emphasis from the process of accumulating normatively defined knowledge to the plane of formation of future specialists’ ability to act effectively as well as creatively use knowledge in various conditions and situations of professional activity. The competency‐based approach directs the educational process to the development of the specialist’s professional competence as an integrative characteristic of his/her personality, which combines knowledge, skills, value orientations, qualities, etc. and, on this basis, ensures readiness to successfully perform professional tasks and duties. It has been concluded that the application of a competency‐based approach to the professional training of music therapists ensures a change in emphasis in the educational process, namely from the usual translation of knowledge from teacher to learner to the formation of the ability to actively search for knowledge and readiness for its creative application in the process of further professional activity. Its implementation contributes to the renewal of the goals and content of professional education programs for music therapy personnel, taking into account the professional direction and modern conditions of activity in the relevant field, which, in turn, will ensure an increase in the competitiveness of graduates of this field of training in the labor market and their chances for successful employment. At the same time, the implementation of this approach in the practice of professional education should be closely related to other methodological approaches, in particular, person‐oriented, interdisciplinary, integrative, etc., in order to strengthen its positive effects and avoid potential risks.