Methodological culture of future vocal teacher: theoretical aspect

The purpose of the publication is to reveal and summarize theoretical approaches to the essence of the methodological culture and its main characteristics in the context of vocal teacher training. To solve this goal, a complex of general scientific theoretical research methods was used: to study the state of development of the problem in music pedagogy and teaching practice, to study the theoretical aspects of the problem, the synthesis of theoretical data, their comparison, interpretation, comparison. In the scientific and pedagogical community, the phenomenon of “the teacher's methodological culture” is interpreted ambiguously. Most authors consider the methodological culture of a teacher as a component of his professional and pedagogical culture, which provides the possibility of teaching a particular discipline in accordance with the knowledge of the methodology (M. Gilmullin, T. Kovtunova, R. Milrud, I. Novik); a number of researchers with the pedagogical methodical culture correlate the effective implementation of professional and educational activities in general (T. Taranova, N. Nikulina); the definition of methodological culture as an integrative quality of a teacher, characterizes his ability to methodical activity, suggested in the works of T. Berezhnoy, T. Gushchina, L. Plekhanov and others. Understanding the presented scientific views on the essence of the teacher's methodological culture suggests that it is an integrative personality education, represents the dialectical unity of the value relation to the domestic and foreign experience of vocal-pedagogical activity, competence in the field of the theory and methodology of teaching vocals and the ability of creative self-realization in vocal pedagogical activity. Further scientific search is associated with the need to disclose the component composition of the methodical culture of the future vocal teacher of a higher educational institution. The practical significance of the study is seen in the need for recommendations for future vocal teachers on the formation of a methodological culture.