Pedagogical disciplines as a component of the content of training future music teachers: experience of higher education institutions in Ukraine and China

Abstract

The pedagogical traditions of the Chinese and Ukrainian peoples envisage a significant role for music in the education of the individual. The effectiveness of teaching music to children, adolescents and young people depends on the professionalism of teachers of the relevant speciality. This determines the importance of studying pedagogical disciplines by future music teachers, as well as the need for scientific understanding of the Ukrainian and Chinese experience of teaching pedagogical disciplines to students who are studying to become music teachers.

The study mainly used general scientific research methods (analysis, synthesis, generalisation, comparison, and systematisation, interpretation) to summarise the materials of scientific and pedagogical sources, as well as comparative and pedagogical methods, which made it possible to compare the experience of studying pedagogical disciplines by future music teachers in higher education institutions of Ukraine and China.

he article identifies the specialities in which future music teachers are trained in China and Ukraine. Based on the analysis of modules (sections) of the disciplines "Pedagogy" and "General Pedagogy" at the Zhytomyr Ivan Franko State University, A.S. Makarenko Sumy State Pedagogical University, H.S. Skovoroda Kharkiv National Pedagogical University, the peculiarities of the content of these educational components are revealed. A comparison of the content of general pedagogical disciplines in Ukraine and China is made. The working curricula for the disciplines "Music Pedagogy" and "Methods of Music Education" at Kryvyi Rih State Pedagogical University and Ivan Franko National University of Lviv are compared. The specifics of the content of the programmes on methods of teaching music subjects are indicated. The content of pedagogical disciplines at South China Normal University, Guangzhou University, Zhaoqing University, Capital Pedagogical University, and Northeast Pedagogical University is presented. The similarities and differences in the content of the pedagogical training of future music teachers in the listed Chinese universities and higher education institutions of Ukraine are identified.