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DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.03.6
Cómo citar:
Tereshchenko, S., Sopin, O., Mitieva, A., Kotova, L., & Sopina, L. (2023). Methodological aspects of forming project competence in
the process of professional training of music teachers. Revista Eduweb, 17(3), 71-80.
https://doi.org/10.46502/issn.1856-7576/2023.17.03.6
Methodological aspects of forming project competence in
the process of professional training of music teachers
Aspectos metodológicos del proyecto de formación de competencias en el
proceso de formación profesional del docente de música
Svitlana Tereshchenko
https://orcid.org/0000-0001-8037-1968
Candidate of Pedagogical Sciences, Senior Lecturer, Department of Theory and Methods of Music Education
and Choreography, Bogdan Khmelnitsky Melitopol State Pedagogical University, Zaporizhzhia, Ukraine.
Oleksii Sopin
https://orcid.org/0000-0001-6003-4198
Lector, Department of Instrumental Performances and Musical Art of Stage Music, Educational-Scientific
Institute of Socio-Pedagogical and Artistic Education, Bogdan Khmelnitsky Melitopol State Pedagogical
University, Zaporizhzhia, Ukraine.
Aryna Mitieva
https://orcid.org/0000-0001-6304-915X
Concertmaster, Graduate Student, Department of Theory and Methods of Music Education and Choreography,
Bogdan Khmelnitsky Melitopol State Pedagogical University, Zaporizhzhia, Ukraine.
Lina Kotova
https://orcid.org/0000-0002-4087-4496
Candidate of Pedagogical Sciences, Associate Professor, Department of Instrumental Performance and Variety
Arts, Educational and Scientific Institute of Social-Pedagogical and Artistic Education, Bogdan Khmelnitsky
Melitopol State Pedagogical University, Zaporizhzhia, Ukraine.
Liudmyla Sopina
https://orcid.org/0000-0003-2540-8902
Ph.D., Senior Lecturers, Department of Theory and Methodology of Music Education and Choreography,
Educational-Scientific Institute of Socio-Pedagogical and Artistic Education, Bogdan Khmelnitsky Melitopol State
Pedagogical university, Zaporizhzhia, Ukraine.
Recibido: 15/04/23
Aceptado: 09/06/23
Abstract
The objective of this article is to identify the methodological characteristics involved in developing project
competence among music students who are preparing to become future specialists. The study employed
the analytical and bibliographic method to review the scientific literature on the formation of project
competence in artistic specialties. Various methods were used for data analysis and processing, including
induction, deduction, information analysis and synthesis, systemic and comparative analysis, logical and
linguistic analysis, abstraction, and idealization. The study identified the theoretical aspects of project
competence formation that are deemed crucial. It also provided perspectives from both scientists and
practicing music teachers on key aspects of this issue. The findings highlight the significance of project
competence in preparing future music teachers to meet the evolving needs of diverse fields such as science,
technology, business, and the arts. Developing project competence among music students can contribute
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to their cultural, spiritual, social, and creative engagement, enabling them to implement professional
knowledge effectively in the broader socio-cultural context. Overall, this article emphasizes the importance
of enhancing the professional training of future art teachers, especially in fine arts. It suggests that
integrating project competence development into the curriculum can lead to the meaningful training of art
teachers, fostering their abilities to meet the demands of contemporary society and contribute effectively
to various domains.
Keywords: music teacher, professional training, project competence, methodological work, criteria for
methodological developments.
Resumen
El objetivo de este artículo es identificar las características metodológicas involucradas en el desarrollo de
la competencia proyectual entre estudiantes de música que se preparan para convertirse en futuros
especialistas. El estudio empleó el método analítico y bibliográfico para revisar la literatura científica sobre
la formación de la competencia proyectual en las especialidades artísticas. Se utilizaron varios métodos
para el análisis y procesamiento de datos, incluyendo inducción, deducción, análisis y síntesis de
información, análisis sistémico y comparativo, análisis lógico y lingüístico, abstracción e idealización. El
estudio identificó los aspectos teóricos de la formación de competencias de proyectos que se consideran
cruciales. También proporcionó perspectivas tanto de científicos como de profesores de música en ejercicio
sobre aspectos clave de este tema. Los hallazgos resaltan la importancia de la competencia del proyecto
en la preparación de futuros profesores de música para satisfacer las necesidades cambiantes de diversos
campos como la ciencia, la tecnología, los negocios y las artes. El desarrollo de la competencia de proyectos
entre los estudiantes de música puede contribuir a su compromiso cultural, espiritual, social y creativo,
permitiéndoles implementar el conocimiento profesional de manera efectiva en el contexto sociocultural
más amplio. En general, este artículo enfatiza la importancia de potenciar la formación profesional de los
futuros profesores de arte, especialmente en bellas artes. Sugiere que la integración del desarrollo de
competencias de proyectos en el plan de estudios puede conducir a la formación significativa de profesores
de arte, fomentando sus habilidades para satisfacer las demandas de la sociedad contemporánea y
contribuir de manera efectiva a varios dominios.
Palabras clave: profesor de música, formación profesional, competencia proyectual, trabajo
metodológico, criterios para desarrollos metodológicos.
1. Introduction
The analysis of scientific papers on the topic of the study has led to the conclusion that there is a significant
body of knowledge and experience related to the problem of the professional competence of art teachers,
which also indicates the insufficient development of this issue. In particular, the question of aesthetics and
technical, including the design competence of the future art teacher remains unanswered. The development
of society, the rapid updating of knowledge, and the increasing demand for communication skills increase
the requirements for higher education to train a competitive specialist, professional, and personality capable
of performing professional activities at the highest level. The process of training art teachers in higher
pedagogical schools is being actively modernized. Therefore, the search for ways to improve the systemic
organization of art teacher training based on the traditions of art education and scientific and
methodological achievements is considered relevant. It is also crucial to consider the preservation of
achievements and pedagogical and methodological assets in the field of art pedagogy, as well as the
experience gained from training specialists in pedagogical colleges.
The theoretical part of this study substantiates the relevance, key elements, and nature of the project
component in the professional training of a future music teacher.
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The practical part of the study involves evaluating the most critical competencies that primarily determine
the quality of a music teacher's work. It examines the factors that serve as the basis for prioritizing
methodological work for the further development of music teachers. Additionally, the practical part
highlights the most important areas of methodological and scientific research related to the educational
process of students majoring in music, as well as the most important criteria for methodological
developments for the professional training of music teachers. The questionnaire helped identify the most
promising forms of practical work with students majoring in musical art that require methodological
development. Moreover, it assisted in determining the topics of methodological development projects that
are in high demand among students majoring in artistic specialties.
According to the results of the study, conclusions can be drawn regarding the issues under investigation.
In particular, it has been established that the main competencies that primarily determine the quality of a
music teacher's work are general cultural, social, practical, and professional abilities. In addition, the factors
that stimulate art education include the provision of developmental learning and systematic learning
activities. These factors are crucial in achieving the goals of art education and serve as the basis for
developing priority areas for the further professional development of music teachers. Currently, the main
areas of methodological research in the artistic sphere are projective and constructive management skills
of future music teachers. The study enabled the establishment of important criteria for methodological
developments in the professional training of music teachers. These criteria include a qualitative correlation
between the content, forms, methods, techniques, and means of pedagogical control, as well as the
formation of a material and spatial environment that facilitates the successful completion of educational
tasks. Furthermore, the most promising forms of practical work with students studying music and in need
of methodological support are master classes conducted by teachers and practicing artists. At the same
time, the greatest need among students of artistic specialties today is for the methodological development
of projects. These developments should focus on the organization of project activities in special training
and methods of music education.
2. Literature review
The introduction of a competency-based approach in art and pedagogical education involves the training
of art teachers in a new formation. Moreover, it is aimed at implementing personnel-oriented training of a
professional, forming the readiness and ability of an art educator to effectively carry out professional
activities following universal aesthetic values and ideological positions. The main focus is on the learning
outcome, and, unlike the "knowledge approach", the outcome is not a set of acquired knowledge, skills,
and abilities, but the ability of a person to act in different pedagogical situations (Khyzhko, 2023),
(Abramauskienė, 2019).
The projective approach involves predicting the future productive activity of a music teacher using
innovations in the theory and practice of art education. In determining the factors of the projective
approach, the competence-based pedagogical paradigm grows out of the traditional or cognitive-
informational paradigm. However, in contrast to it, it recognizes the impossibility of infinite expansion of
information and focuses on what is most valuable, useful, and constructive, which will be passed on to the
next generations (Synevych, 2018), (Tao, 2018).
Scientists define the project method as a way of organizing learning activities aimed at solving a problem
that is personally significant for students, in the form of a certain end product. The essence of the method
is to arouse students' interest in a particular problem and to acquire knowledge and skills to solve it. The
same element of educational influence can act as a method and a means, depending on the perspective
viewed (Anderson & Taner, 2023), (Miksza et al., 2021).
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The means of education are the main types of pedagogically purposeful organized activity of the personality
that is being formed and developed. On the example of such varieties as a master class and artistic design,
it is possible to show the didactic possibilities of art projects as a means of forming the professional skills
of a future fine arts teacher. Among the various means of activating students' artistic and creative activity,
such a form of organizing the educational process as a master class has recently proven itself. It allows
one to combine the perception of works of art with direct participation in the creative process itself,
mastering certain techniques of creative or artistic and pedagogical activity (Briot & Pachet, 2020), (Hilt et
al., 2019).
The project activity of a music teacher involves forming a system of requirements and incentives to activate
students' cognitive activity, utilizing diverse creative tasks to update the knowledge, skills, and abilities
acquired by students in the field of performance, as well as shaping the further development of the creative
team. In the process of implementing the project activity, it is necessary to decide to extrapolate the
construct in the process of pedagogical interaction and transfer the conclusions obtained in one part of the
system to another part of the same system, to ensure the effective transfer of acquired skills to future
activities (Biasutti et al., 2019), (OuYang, 2020).
The creative approach requires special work from the music teacher aimed at the careful selection and
organization of individual and collective music-making of students. This, in turn, allows the future music
teacher to predict the development of skills to purposefully plan, organize, regulate, control, analyze and
evaluate the effectiveness of creative activity (Özer & Üstün, 2020).
If it is believed that the professional training of a future music teacher is a continuous process of knowledge
acquisition, then the projective construct is a continuous positive process of knowledge acquisition and its
manifestations. This process is manifested in the results achieved and is generally a harmonizing factor in
the formation of artistic and informational competence of students of art faculties (Wang, Ma & Zhong,
2021).
According to many scholars, there is no other way to develop genuine, independent activity in students
than through their own active and critical thinking. Creativity does not even begin with the creation of
something new for humanity; it has been inherent in human subject matter since its inception. If a person
does not creatively assimilate the accumulated human culture, it will not give contemporaries anything
new. Creating something new is a continuation of creativity in the realization of human activity (Kienig &
Suplicka, 2018).
3. Aims
The research aims to determine the views of scholars and practicing teachers in artistic specialties regarding
the peculiarities of developing project-based competencies for future music teachers.
4. Materials and methods
A study was conducted to examine the current trends in the formation of project competence among future
music teachers. The study included interviews with 253 scholars and 282 practicing music teachers who
teach in higher education institutions located in Khmelnytskyi, Chernivtsi, Lviv, Ivano-Frankivsk, and Odesa
regions of Ukraine. These regions were chosen to ensure a diverse representation of perspectives and
experiences related to the formation of project competence among future music teachers in different parts
of the country. Khmelnytskyi region, situated in western Ukraine, is known for its rich cultural heritage and
vibrant music scene. The inclusion of participants from this region provided insights into the specific
challenges and opportunities faced by music teachers in this area. Chernivtsi region, also located in western
Ukraine, is characterized by its multicultural environment and historical significance. The participation of
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music teachers from this region allowed for a deeper understanding of how project competence is cultivated
amidst diverse cultural influences. Lviv Oblast, renowned for its thriving arts and music scene, attracts
students and educators from various backgrounds. Including participants from Lviv provided valuable
perspectives on the formation of project competence in a highly artistic and culturally diverse environment.
Ivano-Frankivsk region, situated in the Carpathian Mountains, is known for its folk traditions and unique
musical heritage. The involvement of participants from this region shed light on the integration of traditional
music elements into the development of project competence among future music teachers. Odesa region,
located on the Black Sea coast, is a vibrant cultural hub that fosters creativity and innovation. The
participation of music teachers from Odesa offered insights into the specific dynamics and trends in project
competence formation in a coastal urban setting.
In order to carry out the study efficiently, the researchers utilized the Zoho Survey service, a reliable
platform for conducting online surveys. This platform facilitated the collection of data from the participants,
ensuring a convenient and organized process for data gathering.
The interviews and surveys conducted with the scholars and practicing music teachers explored various
aspects related to the formation of project competence. The participants were asked to share their
perspectives, experiences, and insights on key issues regarding project competence development among
future music teachers.
By incorporating a diverse range of participants, including scholars and practicing teachers, the study aimed
to provide a comprehensive understanding of the current trends and perspectives in the field. The insights
obtained from the interviews and surveys contributed to identifying important theoretical aspects of project
competence formation, as well as practical perspectives on effective strategies and approaches for
developing project competence among future music teachers. Overall, the study's methodology of
conducting interviews and utilizing the Zoho Survey service ensured a robust and comprehensive
examination of the formation of project competence in the context of music education, enhancing the
validity and reliability of the findings.
5. Results
According to the survey participants, in the context of increased attention to the quality of professional
training of art teachers in the vast majority of countries, the implementation of a competency-based
approach to professional training is a strong motive and incentive to optimize the training and development
of future professionals. The survey allowed us to establish the respondents' opinions on the key
competencies that primarily determine the quality of a music teacher's work (Figure 1).
As shown in Figure 1, the key competencies of a music teacher are the qualities that are most essential for
project activities, namely general cultural, social, practical, and professional abilities.
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Figure 1.
Competencies that primarily determine the quality of a music teacher's work, %.
Source: built by the authors.
Given the primary pedagogical factors that encourage art education to achieve its objectives and serve as
the foundation for developing priority areas for the further development of music teachers, the survey
participants identified (Figure 2):
− providing developmental training;
− consistency.
Figure 2.
Factors that are the basis for building priority areas of methodological work for the further
development of music teachers, %.
Source: built by the authors.
Quite revealing in this study was the respondents' perspective on the areas of the most relevant
methodological research (Figure 3).
0
10
20
30
40
50
60
General cultural (value
orientations, artistic attitude,
cultural creativity, cultural
leisure)
Special or artistic and aesthetic
(artistic thesaurus, spiritual
aesthetic experience, artistic
and creative abilities, artistic
thinking, aesthetic attitude)
Professional (music, fine arts,
theater, choreography, etc.)
Interdisciplinary - sectoral
(artistic and aesthetic) and
interdisciplinary (artistic and
humanitarian);
Information and cognitive (ability
to find and process artistic
information)
Self-regulatory (ability to
organize and control one's
artistic activity, ability to improve
oneself through artistic self-
education and self-education)
Communicative (ability to
convey aesthetic values through
art)
Social and practical (ability to
cooperate in the artistic field,
ability to work in a team)
51
31 32 34
28 33 30
53
54
33 29 31 27 32 27
52
According to practicing music teachers According to scientists
0
10
20
30
40
50
60
Inclusiveness
Relying on
personal and
professional
experience
Individualization
Providing
developmental
learning
Systematic
approach
33 31 27
51 54
32 29 31
52 49
According to practicing music teachers According to scientists
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Figure 3.
Directions of the most relevant methodological and scientific research of the educational process
of students majoring in musical art, %.
Source: built by the authors.
As depicted in Figure 3, there is a pressing need for methodological advancements in the creation of tools
to foster the development of projective and constructive management competencies among prospective
music teachers. This highlights the growing significance and attention placed on these proficiencies by
professionals in the field, alongside the insufficiency of methodological guidance in this area of their
professional advancement.
Regarding the pedagogical environment for cultivating artistic and informational literacy in students of art
faculties, the survey participants have identified the following key criteria for methodological innovations in
the training of music educators (Figure 4).
Figure 4.
The most important criteria for methodological developments for the professional training of
music educators, %.
Source: built by the authors.
Based on the survey results, it has been determined that the primary criteria for methodological efforts in
creating training materials for music teachers include a qualitative alignment of content, forms, techniques,
teaching methods, and pedagogical assessment measures, as well as the establishment of a conducive
physical and educational atmosphere that fosters effective learning outcomes.
0
20
40
60
80
Perceptual and
reflective skills
that determine
the ability of the
teacher to
perceive the
individual
uniqueness of
the student's
personality and
his/her image
Projective,
constructive
management
skills
41
59
39
61
According to practicing music teachers According to scientists
0
10
20
30
40
50
60
Formation of
pedagogical
conditions as
circumstances that
contribute to (or
counteract)
pedagogical
development
Evaluation of the
factors of success of
the learning process
as a purposeful
selection,
construction and
application of forms
of education to
achieve didactic
goals
A set of objective
possibilities of
content, forms,
methods,
techniques, means
of pedagogical
control
Formation of
material and spatial
environment that
ensure the
successful solution
of educational tasks
33 31
51 53
32 35
54 52
According to practicing music teachers According to scientists
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Furthermore, acco rding to the surveyed participants, the most promising forms of practical work with
music majors that necessitate methodological improvements are (Figure 5). The survey findings indicate
that for the effective development of practical skills in aspiring music educators during the educational
process, the primary requirement is for methodological advancements in the form of master classes
conducted by experienced teachers and practicing artists.
Figure 5.
The most promising forms of practical work with students majoring in music that require
methodological developments, %.
Source: built by the authors.
Furthermore, the survey results have revealed that the most pressing need among students majoring in
artistic fields currently pertains to the methodological development of projects related to (Figure 6).
Figure 6 highlights the significance of methodological developments in the organization of project-based
activities and music education techniques as an essential foundation for enhancing the effectiveness of the
educational process at music and pedagogical faculties, as well as addressing the current needs of students
pursuing artistic disciplines.
Figure 6.
Topics of methodological development of projects, which are of the highest need among students
of artistic specialties, %.
Source: built by the authors.
6. Discussion
Proficient art educator is distinguished not only by their adeptness in working with their knowledge but also
by their agility and adaptability to emerging labor market demands. They should be capable of monitoring
and incorporating innovative information, working creatively and actively with children, cultivating value
systems, and promoting lifelong learning (Dushniy et al., 2022).
0
20
40
60
Master class
by a teacher
Master class
of a
practicing
artist
Master class
of students
as part of the
exchange of
existing
practical
experience
51 52 32
54 57
31
According to practicing music teachers According to scientists
0
10
20
30
40
50
60
Psychological and
pedagogical
training of music
teachers
General
pedagogical
training
(pedagogical,
psychological,
cultural
knowledge)
Specialized
training
(theoretical
knowledge of
music, mastery of
a musical
instrument,
singing, ensemble
playing)
Methods of music
education
33 31
52 49
32 34
51 53
According to practicing music teachers According to scientists
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An effective strategy for educational practice entails the selection of methods that facilitate creative
interactions among students and are best suited for realizing the objectives of art education. To adhere to
this principle, the educator must possess the ability to align the purpose and substance of learning with
specific pedagogical objectives, while considering the interests and needs of students and drawing on their
own pedagogical and artistic experiences. The application of the projectivity principle can significantly
enhance the individualized instruction of prospective music teachers, fostering the development of their
creative abilities through the selection of optimal forms, techniques, and pedagogical measures. This
approach stimulates student engagement, cultivates problem-solving abilities, and promotes the capacity
to design and successfully address challenging situations (Kozyr, Labunets, & Liming, 2020), (Ward, 2019).
In the context of teaching fine arts, the focus may be placed either on the theoretical or practical aspects
of creativity. In the former case, students can engage with artists and gain insights into art analysis, as
well as familiarize themselves with diverse conceptual approaches to creating art. In the latter case,
prospective teachers can directly observe a range of techniques used by established artists to realize artistic
ideas and cultivate their creative ideas through emulation. Experience indicates that such collaborations
with artists not only foster a re-evaluation of students' creative abilities but also provide opportunities for
personal realization in the field of art. Moreover, these interactions contribute significantly to the holistic
development of the students' personalities, which is an important aspect of art education (Fan, &
Matvieieva, 2021), (Kozyntseva, Synakh, & Dulebova, 2021).
It is important to note that, as a part of their professional training, prospective teachers engage in
educational activities, actively participate in cultural and artistic events, and collaborate with general
education and summer recreation facilities during their internships. Within the context of such cooperation,
the use of master classes is especially relevant, as they provide students with an opportunity to develop
their potential and test their artistic and pedagogical skills. The experience of conducting master classes
contributes significantly to the development of the professional and project competencies of future teachers
(Kelly, Mantere & Scott, 2018), (Valsiner, 2020).
7. Conclusions
The analysis of scientific literature and questionnaire survey results has shown that the formation of
professional competence for future music teachers places significant emphasis on musical-theoretical,
conducting, choral, vocal, and instrumental training. The practice of future music pedagogy is multilayered
and includes musical and pedagogical, organizational, managerial, and performing aspects. Furthermore,
research on the development of the personality of future music teachers, their ability for creative expression
in music, and pedagogical activities. Furthermore, the formation of project competence is necessary to
intensify scientific and pedagogical research in this area.
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