Formation of a positive image of a future teacher of fine arts in an out-of-school educational institution in the context of professional training

Abstract

Rising demands on the personality of the teacher, particularly in the field of out-of-school education, driven by sociocultural transformations, necessitate the formation of a positive professional image. A modern educator must not only be a specialist in the field of visual arts but also a charismatic leader capable of engaging and inspiring students in out-of-school educational institutions to participate in artistic and aesthetic activities. The purpose of the article is to reveal the essence of the phenomenon of the «positive image of a future visual arts teacher», to identify its components, and to outline a set of tasks and exercises aimed at developing the variable components of the image of this quasi-professional. Methods. The following methods were used in the course of the study: analysis and synthesis were applied in working with the scientific and pedagogical literature; the constructive method was used to identify the structural components of the image of a future visual arts teacher; pedagogical modeling made it possible to outline practical tasks aimed at developing specific components of the image in students; analogy was employed to compare the features of a positive image among teachers of various specialties; and generalization was used to formulate the conclusions. Results. It has been determined that the positive image of a future visual arts teacher is a multifaceted socio-psychological construct comprising both external (auditory and visual) and internal (values, ethical norms, etc.) characteristics of the quasi-professional’s personality. The components of this image have been identified, including: the audiovisual image; educational competencies; the educator-artist’s philosophy (artistic and pedagogical worldview and moral-ethical value system); quasi-professional activity, public presence, and the image of the teacher-artist in the virtual environment; social responsibility; and material attributes of life activity. For each component, a set of pedagogical tasks and exercises is proposed to facilitate the development of a holistic and positive image of the future teacher-artist. Conclusions. The positive image of a future visual arts teacher is not merely an external representation but an integral characteristic, the formation of which requires a systematic, long-term, and multidimensional process. Understanding and purposefully shaping such an image is not only an important task for domestic institutions of higher education but also a necessary prerequisite for the future teacher-artist to effectively fulfill their professional duties in out-of-school educational institutions.