Subject-methodical competence of the future teacher of music art as an indicator of readiness for inclusive education of students

Abstract

The article raises the problem of updating the professional training of future teachers of music art, formation of subject-methodical competence in them as an indicator of readiness for innovative musical-pedagogical activity in the field of inclusive education, which corresponds to the modern legal framework of general secondary education, the requirements of the Professional Standard of a teacher of a general secondary educational institution. The key aspect of the research topic is the study of the specifics of the subject-methodical competence of a teacher of music art, whose professional activity is carried out in a close relationship between pedagogical science and music art. Based on the analysis of the scientific opinion of scientists, the importance of the potential contribution of art to various fields of education, in particular, inclusive education, is substantiated. Goal: on the basis of the analysis of scientific literature, to specify the content and determine the features of the subject-methodical competence of a teacher of music art as a complex organization in the structure of professional competence; to justify the expediency of its formation on the basis of an integrative combination with inclusive education of students. Research methods. To justify the original theoretical positions of the research, the following methods are used: analysis, synthesis, comparison, generalization, citation. Results. In the course of a theoretical analysis of the scientific achievements of scientists, it was established that the subject-methodical competence of a teacher of music art in the structure of his/her professionalism is determined by the specificity of his/her professional, musical-pedagogical activity as a combination of pedagogy and music art, which, in the context of modern requirements, proves the expediency of its formation on the basis of integrative combination with inclusive education of students of general secondary educational institutions. Conclusions. As a result of the study, it was proved that in the modern conditions of reforming general secondary education, the requirements of the legal framework, the issue of updating the professional training of future teachers of music art, forming their subject-methodical competence on the basis of an integrative combination with the tasks of inclusive education, needs to be solved on a theoretical basis and practical levels.