Volume 02 Issue 04-2022
28
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
28-35
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article provides a motivational-value, cognitive-intellectual, practical-activity, reflexive-creative and emotional-
volitional analysis, which are the main components of improving the professional training of future music teachers
through Uzbek folk songs.
KEYWORDS
Future music teacher, component, professional training, Uzbek folk songs, professional, general, private, didactic
approach.
INTRODUCTION
The development of the motivational component of
the readiness of the future music teacher to
understand the important problems of professional
training is carried out when students acquire
knowledge, skills, competencies, methods of work,
gaining the necessary creative experience. Creative
musical and pedagogical tasks play an important role
in improving the professional training of students, the
development of their didactic and professional-
creative experience [6]. Their use helps to create
problem situations in the educational process, directs
future music teachers to search for the professional
Research Article
COMPONENTS FOR IMPROVING THE PROFESSIONAL TRAINING OF
FUTURE MUSIC TEACHERS
Submission Date:
April 18, 2022,
Accepted Date:
April 25, 2022,
Published Date:
April 30, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue04-07
Panjiyev Qurbonniyoz Berdiyevich
Candidate Of Arts, Associate Professor, Department Of Music Theory And Methodology, Tashkent State
Pedagogical University, Uzbekistan
Journal
Website:
https://theusajournals.c
om/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 04-2022
29
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
28-35
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
knowledge and methods of activity necessary to solve
a particular problem.
The professional music-pedagogical search game has
a wide range of opportunities to provide an
operational component of the process of professional
training of a future music teacher. Their essence has
already been highlighted in the study. Here we ensure
that only the successful conduct of an artistic and
pedagogical search game depends largely on its
preparation, which includes mandatory stages:
a) identification of the actual problem being studied;
b) independent study of scientific and artistic research
literature related to this problem by students;
c) identify key aspects of problem analysis, formulate
problems, and predict student responses to them;
g) selection of pedagogical tools and methods that
allow tabulation, control and introspection of
motivational-value, artistic-thinking and research-
practical activities of students.
To avoid a regulated plan for conducting this form of
lesson, the teacher leading a particular course is
obliged to identify a general emotional and semantic
drama in which creative changes can be made if
necessary [3].
The importance of the content of the component of
the educational process based on theoretical
knowledge is determined by:
a) the position of knowledge on the role of
professional activity;
b) general professional musical and pedagogical
conclusions about the essence and role of the content
of knowledge in the development of the student's
thinking;
c) the leading tasks of improving the professional
training of future music teachers through Uzbek folk
songs, its content, in which professional knowledge,
competence - the most important tool for improving
the professional training of future music teachers as
qualified professionals.
MATERIALS AND METHODS
The leading task of shaping the content component of
professional training is to equip it with professional
and pedagogical knowledge at different levels
(pedagogical, general, scientific, practical, creative,
private) [7], which reflects the principles of
professional knowledge, logical and content structure
and methodological analysis in future music teachers.
[3]. Improving on the basis of this knowledge of
professionally oriented scientific-theoretical thinking
among future music teachers, which allows a didactic,
creative approach to the study of current problems of
the reality of music pedagogy. An important and
integral part of vocational training is that it is a leading
tool in the process of improving [1]. The acquisition of
professional knowledge and competencies by these
music teachers in the logical-conceptual and subject-
content groups is carried out through various
organizational and pedagogical forms. However, the
subject of education is reflected in its curriculum and
finds its true meaning in the content of specific
educational topics. This can be observed in several
factors. The first (introduction) - the leading task of
"the problem of restructuring the professional
thinking of music teachers" is to activate a personal-
value attitude to the methodological aspects of
professional activity of future professionals, to create
the most favorable conditions for interest in the
process of methodological training.
The problems analyzed during individual lessons play
an important role in the development of the
Volume 02 Issue 04-2022
30
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
28-35
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
motivational
component
of
improving
the
professional training of a future music teacher. One of
these, for example, is the problem of personal
approach in music teaching. Without reference to his
spiritual, personal and professional experience, the
student cannot achieve performance without creating
a truly human relationship. At the same time, based
on the experience of a number of pedagogical
scientists (G.G. Neuhaus and Sh.A. Amonashvili), we
take into account the spiritual and personal
experience of teachers, their moral and aesthetic
values and positions by students. The peculiarity of
the development of motivational and value aspects of
vocational training is that the process itself is based
on a reflexive, dialogical, personal and creative
approach, which inevitably requires a fair assessment
by students and course teachers. This specifically
defines the purpose of a particular professional
activity, the means of its successful implementation.
We have tried to make the interrelationship clear to all
participants in this educational and pedagogical
process. The formation of a personal and creative
attitude to the professional learning process is served
by a variety of independent research and research
activities of students, in particular, written work. Here
the individual and personal capabilities and abilities of
students are manifested with special power, cognitive
and creative motives develop in the field of
professional thinking. Interest in this type of research
and creative work among students is realized from
the earliest stage of professional training. The basis of
its emergence, as a rule, becomes the theoretical
content of the subject, in which students eagerly carry
out professional and pedagogical analysis of various
problems of not only folk songs, but also music
pedagogy. At such times, an important factor in
improving the professional training of students
through folk songs is the musical and pedagogical
reality. The creative experience of applying
professional knowledge and methods of activity, but
also the emotional, artistic and aesthetic field of the
student's personality, the experience of personal and
valuable attitude to the process of knowing and
changing professional and pedagogical theory and
practice significantly enriches.
The leading pedagogical tools that ensure the
successful formation of the operational component of
the preparation of a future music teacher for
professional activity are as follows. These are:
methodological analysis of the problems of music
pedagogy; professional and musical pedagogical tasks
of creative type; professional, practical-creative and
musical pedagogical search games, folk songs,
logistics, satisfaction of the need for musical
instruments. The use of these tools is recommended
in all forms of process organization. Practical, written,
creative, independent study and other work
performed by students is of special importance in the
formation of all components of professional
preparation and the accumulation of personal and
personal experience in it. We analyze the importance
and features of this form of organization of the
process, a number of stages in the logical and
professional organization of this type of professional,
musical-pedagogical, independent research and
research work of students: determine relevance;
develop a plan and select the literature needed to
study it; methodological analysis on this issue; format
the results and present them for “protection” and so
on.
The operational aspects of the methodological
activity are constantly improving in the process of
teaching and pedagogical practice of students. Here,
there is a real opportunity to fully test their
capabilities in terms of theoretical reflection, to
realize its heuristic role in the implementation of
Volume 02 Issue 04-2022
31
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
28-35
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
current professional issues. Pedagogical practice,
experiments show that future professionals are a
form of creative knowledge of their professional
knowledge and methods of work and a single
mechanism for mastering music-pedagogical theory
and practice. The process of "translating" theoretical
knowledge into "action", ie specific methods of
activity, is characterized by a certain complexity and
requires consideration of certain patterns. First of all,
we meant that each student should have their own
program of professional development and set a time
to move from one stage of preparation development
to another. Therefore, it was necessary to maintain
the general logical direction of the process of
developing leading methods of professional activity,
to approach it to the capabilities of students, to
define it in order to create conditions for individual
professional and creative development of each of
them [8].
The topic "Problems of improving the professional
training of future music teachers" included a number
of tasks: a) professional activation of students'
personal values in their professional activities; b)
informing them about the goals and activities of music
art and music pedagogy, the importance of Uzbek
folk songs in public life, the importance of musical and
pedagogical activities; c) disclosure of knowledge
about positional conflicts in relation to professional
music pedagogy.
Even today, at different stages of society's
development, the focus on this problem has changed.
Although in the past decades, for example, in our
country, the position on this issue has played an
important role, music is still a powerful tool for
cultivating certain moral qualities (hard work,
humanity,
philosophy,
spiritual,
pedagogical,
educational, etc.) [5] . In recent years, music has taken
a position that creates favorable aesthetic and
psychological conditions not only for personal
development,
but
also
for
moral,
national,
professional development. It does not directly affect
certain national, moral and personal qualities, but acts
as a mechanism of its "emotional-volitional" practical
activity of upbringing. An example is the National
Anthem of the Republic of Uzbekistan. Perhaps the
conflict of discussion of two different positions, any
analysis of a particular problem, debate, defending
one's position and, first of all, from the point of view
of the analysis of the problem itself, specific features
of the field of music pedagogy, strategic, forward-
looking plans assimilation is achieved. In the process,
future music teachers will be bold and determined in
their professional training and will strive to improve
their position on this or that issue.
In the process of improving their professional training
of future music teachers through Uzbek folk songs,
the formation of initial ideas about their personal and
professional qualities is to reflect the essence of this
important aspect of his professional training. During
the music-theoretical lessons it is necessary to
determine how the students understood the essence
and differences of the concepts such as "Uzbek folk
songs", "Pedagogical methods" and "Methods of
music pedagogy", "Methods of teaching music", its
content, types, forms, genres. Reflecting on these
issues, students implement musical pedagogical and
philosophical, general, scientific training based on
their own experiences, in particular, ideas about
categories and laws. Here they “go” to discover
general knowledge in various scientific and musical
fields. Continuing the discussion that began in the
lecture on professional levels of perception and
implementation
of
professional
problems,
prospective music teachers, with the help of the
teacher, provide examples of such approaches using
Volume 02 Issue 04-2022
32
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
28-35
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
the literature they offer, knowledge of music teaching
methodology and practical experience in general
secondary schools. because of the complexity of the
concept, it discusses its essence over and over again.
At the same time, it is important to address each
student, setting the task of linking the presented
theoretical model with a real reflection on the
personality of each of them. Arousing interest in the
problem of a professional-creative approach to music
teaching, and this approach is not only the goal of
such thinking in the didactics, the integrity of the
pedagogical process, as a student, but the
improvement of professional knowledge, skills and
competencies. It is important to bring students to the
realization of the existence of a career-oriented
didactic education - the most important sign of the
manifestation of theoretical professional culture
during the classroom. Relying on the literature,
students should be forced to independently identify
different aspects of this thinking - scientifically and
professionally-creatively. It arouses in students a
desire to analyze and self-assess their emerging style
of professional knowledge. Students focused their
practical and creative efforts directly on the use of
methodological analysis to solve professionally
significant problems. On their basis, the educational
institution has deepened its personal and valuable
attitude
to
the
musical-pedagogical
process,
demonstrated the desire to improve various aspects
of their professional activities. During the training, the
process of developing the content and operational
components of professional training of future music
teachers was carried out indirectly (observation of
music lessons, preparing students for their conduct)
and in direct contact with students while performing
special instructions and tasks of a creative nature. In
order to engage them in theoretical analysis and thus
identify possible practical ways to resolve these
contradictions, in some cases, their creative use to
develop students' methods of professional activity
and experience, students self-analyze in classrooms
with general secondary school students and on this
basis their effort was required to build a promising
program to develop personal and professional
qualities. Thus, in the process of professional analysis,
future music teachers had the opportunity to
creatively apply all the professional knowledge, skills,
competencies and competencies they learned in the
course of theoretical and practical training.
RESULT AND DISCUSSION
An important aspect of theoretical analysis is a better
understanding of the specific features and principles
of its implementation, including the role and essence
of the principle of objective and subjective relations
[2]. Another important principle for our research is
the principle of career orientation. Its essence has
been discussed before. It is up to the students to
demonstrate that this principle applies. The basis for
this may be a theoretical analysis of one of the
problems previously addressed by music pedagogy.
Didactic relations of such types of lessons as "top-
down", "unlimited guardianship of the student",
"strict regulation of teaching methods", "accuracy of
the presented material", "importance of folk songs in
professional training", "positions performed by
students" need to be regulated. The pedagogical,
psychological and ethical aspects of the musical
pedagogical process should also change significantly
in the course of lessons: "student" - "teacher", that is,
"two sides" should move to an active, effective,
dialectical, interactive process. Here, mutual respect is
not the goal that divorce is necessary to come to the
rescue, but the norm of this process is to apply the
new positions that have been achieved and personally
accepted by each participant.
Volume 02 Issue 04-2022
33
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
28-35
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
With more experience, it can help students
independently fulfill the most important requirement
of the principle of vocational guidance - an analysis
based on an in-depth understanding of the laws of
music and pedagogy to analyze specific problems. Of
course, the teacher must do everything in his or her
power to ensure that the students themselves are
actively involved in this creative process. In the
professional analysis of a particular problem of music
pedagogy, it is expedient to show the cases when
students themselves came to "discoveries" and used
them in their practical work in general secondary
school. The issues of pedagogical support of
motivational-value, cognitive-intellectual, practical-
activity, reflexive-creative components of professional
training of a future music teacher were also analyzed
[8].
Components of professional training of a future music teacher
Figure 1
Motivational-valuable – philosophical and pedagogical
conclusions about the active face of the subject (ie,
inherent in the professional nature of the subject),
which acts as an important feature of a consciously
motivated person;
- rules of general and professional (including singing)
pedagogical and mental training in relation to the
purpose, content of the subject, methods of
implementation and the results of the activities in
which the subject participates in the personal-semantic
relations of the subject;
- Conclusions on the importance of motivational
support in professional-practical, creative-musical
activities of music-theoretical disciplines (including
music theory, instrumental performance, singing, music
teaching methods).
Cognitive-intellectual - the position on the role of
knowledge in the implementation of professional
activities;
- General professional musical and pedagogical
conclusions about the essence and role of the content
Volume 02 Issue 04-2022
34
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
28-35
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
of knowledge in the development of the student's
thinking;
- The main tasks of improving the professional training
of future music teachers through Uzbek folk songs, its
content, in which professional knowledge, qualification
competence - the most important tool for improving
the professional training of future music teachers as
qualified professionals.
Practical-professional - professional activation of
students' personal valuable attitude to professional
activity;
- to inform them about the goals and activities of music
art and music pedagogy, the importance of Uzbek folk
songs in public life, the importance of musical and
socio-pedagogical activities;
- To reveal the knowledge of the contradictions in
positions in relation to the pedagogy of professional
music.
Reflexive-creative - the general pedagogical position on
the activity as a basis for the integrity of the individual,
his creative self-awareness, control, evaluation;
- Conclusions of general music pedagogy on the
relationship of thinking and activity;
- The purpose and specific content of the professional
(including professional requirements) activities of a
music teacher.
Emotional-volitional
-
knows
professional
and
pedagogical problems and is able to choose their
solutions, self-control and management skills;
- willingness to take responsibility, high self-confidence
and determination;
- Feels the music, high-pitched, regularly rehearses, has
improved his performance skills.
CONCLUSION
In conclusion, we note that the scientific observations
made in this research work are complete in content and
will be in the constant perspective of the teacher and
future music students. The set of professional activities
provided in the content of the relevant components has
been developed more successfully for each student,
allowing him to "prove himself" in the classrooms of the
general secondary school. In doing so, they
demonstrate the ability to find a unique idea, raise
current issues, confidently discuss their point of view,
immediately select the necessary literature and
incorporate the ideas expressed in it into the field of
professional and professional-creative activity. If they
show an active interest in professional training as a
future music teacher during the course, if they create
the necessary conditions for this, they will be
significantly assisted in this regard. Undoubtedly, in
terms of shaping the creative experience of students in
their professional activities, seminars, workshops and
other types of courses related to determining the
creative nature of musical performance are very
important.
In the process of methodological understanding of this
problem, students come closer to understanding the
guiding principle of creative professional and musical
activity - the principle of "objective" and "subjective"
(personal) unity. They reveal to themselves more deeply
the importance of pedagogical factors (e.g., emotional-
volitional, intuitive-expressive) in a music teacher’s
musical and performance (instrumental, singing)
creativity. In studying this problem, it is important for
students to be reassured that they need to apply
different levels of knowledge (music pedagogical,
general, scientific, private) to solve a problem of
Volume 02 Issue 04-2022
35
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
28-35
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
professional importance. Based on their musical and
performance experience gathered from professional
knowledge sources, prospective music teachers
concluded that the type of professional activity
analyzed could only be creative in nature, which, along
with other creative processes, greatly influenced all
aspects of a music teacher’s personality and activities.
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