Principles of implementing the system for forming the empathic-reflective culture of future teachers in the arts education field

Abstract

The article highlights the relevance of the problem of forming an empathic-reflexive culture as an integral part of the professional training of future teachers in the arts education field, which is due to the trends of humanisation of education and the growing importance of a personality-oriented approach. The objective of the research is to theoretically substantiate a complex of principles that ensure scientific integrity, content and internal consistency of the process of forming empathic-reflective culture of future teachers of art education. In the course of the research, the methods of theoretical analysis, generalisation and systematisation of theoretical provisions were applied.. Results. It has been found that the basis for building a system of principles is pedagogical laws (social conditioning, educational and developmental nature of learning, unity of theory and practice, integrity of the educational process, etc.) and regularities (interconnection of external influences and internal activity, stages of development of professionally important qualities, activity-based determination of personality development). Two groups of principles are formulated: general (personal orientation, humanisation, integrative, subject-subject interaction, integrity and systemicity) and specific (emotional and value-based understanding of art, reflective activity, dialogical art-pedagogical interaction, pedagogical support of students' emotional sphere, cultural reflection). The proposed system of principles outlines the methodological basis for the development of an effective model of professional training of art teachers focused on humanistic values and the development of emotional and reflective competence. Conclusions. The analysis confirms that the effective forming of empathic-reflective culture of future art teachers is possible with a scientifically based approach to the choice of principles of educational interaction, built on the basis of pedagogical laws and regularities. The identified principles can be used as a conceptual basis for the content, forms, methods and technologies of training future specialists, as well as a tool for evaluating the effectiveness of the educational process. Prospects for further research are seen in the development of practical models for the implementation of these principles in the educational process of pedagogical institutions of higher education.