EFFICIENCY DIAGNOSTICS OF THE METHODS AIMED AT THE FORMATION OF STUDENTS’ READINESS FOR PROFESSIONAL SELF-IMPROVEMENT

The topicality of the problem dealing with the formation of students' readiness for professional selfimprovement is explained by rapid and relentless changes in the modern information field, by tireless changes in the modern information field, by transformations in the socio-cultural environment, by the style of cognitive and transformational activity of the new generation, by the need to be ready to fulfil the actual orders of our society. The aim of the article is to characterize the structure of students' readiness for professional self-improvement in voice-training classes and to analyse the results of the experimental work. The readiness for professional self-improvement is understood as an integrative-integral characterization of personality, formed by the unity and interaction of two component blocks of the phenomenon under study: a block of personalized psychological readiness and a block of components of professional content readiness. The first block covers such components as motivation and need-oriented, professional-communicative and selforganizing; the components of the second block are defined, as follows: professional-gnostic, methodicaltheoretical and forming-practical components. The criteria and indicators for assessing the level of the students' preparedness for professional selfimprovement are presented. The research methods used in the diagnostic process are characterized: observation, ranking, pedagogical testing, expert evaluation of creative works, analysis of the students' self-observations and self-reports. The results of ascertaining diagnostics made it possible to establish four levels of students' readiness for professional self-improvement and to determine their qualitative characteristics: high, sufficient, satisfactory and unsatisfactory. The qualitative differences in formation levels of the students' readiness for professional self-improvement are characterized. The features of the methodology aimed at forming the readiness of the future teachers of Musical Art for professional self-improvement are revealed. The comparative data of the detecting and final diagnostic testing obtained in the experimental and control groups are presented. They proved the effectiveness of the author's methods enabling the formation of the future specialists' readiness for professional self-improvement. Comparison of the results obtained in the experimental and control groups made it possible to establish a significant difference in the levels of students' readiness for professional self-improvement in favour of the students participating in the forming experiment. This shows that without specially targeted work, students' readiness for professional self-improvement cannot be formed and it requires the use of special methods and forms of pedagogical influence aimed at stimulating self-cognitive and practice-corrective activity of future specialists. Further research of this problem presupposes studying the issues of self-improvement of future Music teachers both in the field of innovative and methodical activity and in the field of performing and pedagogical artistry, including the readiness of future specialists to apply modern information and communication tools for professional self-improvement.