PROFESSIONAL TRAINING OF FUTURE MUSIC TEACHERS IN THE EUROPEAN UNION: EFFECTIVE PRACTICE

Abstract

The article proves the relevance of studying the professional training of future music teachers in the countries of the European Union. The author detected effective professional training practices for future European Union music teachers. We used several methods to realize the purpose of the study: general scientific - analysis, synthesis, abstraction, comparison, and generalization, which made it possible to discover the peculiarities of professional training of future music teachers in the European Union. The scientific-system-structural and system-functional analysis became the basis for identifying effective professional training practices for future musical art teachers in the European Union countries. Considering the importance of practical, theoretical, and didactic knowledge about teaching music in teacher preparation, we describe European professional training practices for future music teachers. They are analyzed (listening and practice of playing a voice instrument, knowledge of teaching musical expression, reflexive practice, and modern teaching methods). We proved that the professional training of a beginner music teacher is essential for them to be more prepared for teaching music education at school. Experiences during a workshop and mastering knowledge and skills are crucial for teaching. We showed that effectively introducing a musical curriculum, assessing students' abilities in various aspects of music, and explaining and demonstrating musical concepts lead to future music teachers' successful and effective professional training. Successful European educational practices of professional training of the future music teacher contribute to changes in the content component of such training. Further study requires the normative principles of professional training of future music teachers in the countries of the European Union.