METHODS FACILITATING MUSICAL ART TEACHERS’ SELF-TRAINING FOR TEACHING PRACTICE

Ure Music teachers for teaching practice. Students' self-training for pedagogical practice is an integral and necessary form of the process while educating / teaching future music teachers. In their studies, scientists reflect various aspects of training a future teacher in professional activities during the period of teaching practice. Today, there are two approaches to practice-oriented education in the system of higher education. Some scientists associate it with the organization of the educational, industrial and pre-diploma practice for students with the view to immerse them into professional environment. Scientists believe that education can not be practice-oriented without gaining activity-oriented experience. Others consider the introduction of profession-oriented technologies directly into the process of the whole training to be the most effective one. Despite minor discrepancies, representatives of different approaches to practice-oriented education agree on the following: practice-oriented learning is fundamentally different from our traditional subject-oriented education both in its objectives and in the organization form of the educational process. Our work is aimed at studying the processes of students' self-training, to be more precise, at considering the conditions for successful self-training of the future music teachers for teaching practice. The determination of the structure related to the category under study, which includes four components (polymotivational, metacognitive, prognostic and interactive) substantiated the need to consider the conditions providing for the success of the students' self-training for practical activities. In the context of solving this problem, we paid special attention to the metacognitive and prognostic component of the component structure under study. Two conditions facilitating successful self-training of the future Music teachers for teaching practice are considered in the article. The ambiguity of the definition of metacognitiveness offered by scientists are analysed in the article, including its main components, peculiarities specifying the formation of cognitive and metacognitive skills as well as the nature and structure of pedagogical anticipation and diagnostics. The work carried out allows us to distinguish two pedagogical conditions: - improvement of the organizational, pedagogical and scientific-methodological aspects of pedagogical practice based on the introduction of metacognitive educational technologies into the students' self-training process which can form intellectual skills and strengthen the reflexive mechanisms in educational activities; - the implementation of a systematic analysis and monitoring of feedback as the basis for making operative decisions in the process of pedagogical communication.