Естетична компетентність майбутніх педагогів як обʼєкт науково-методичного аналізу

Abstract

Дослідження присвячене розробленню критеріїв, що визначають естетичну компетенцію майбутніх педагогів. Визначено ключові чинники формування естетичної компетенції, що формують базу для здійснення науково-методичного аналізу. Розроблено комплекс критеріїв для оцінки естетичної компетентності, що охоплюють мотиваційно-ціннісну, особистісну, когнітивну, діяльнісну та рефлективну групи, які відіграють вирішальну роль у формуванні та розвитку професійних якостей майбутніх вчителів.

The study is devoted to the development of criteria that determine the aesthetic competence of future teachers. The purpose of the article is to identify the key factors in the formation of aesthetic competence that form the basis for scientific and methodological analysis. To achieve this goal, general scientific methods of cognition were used, as well as the method of critical analysis of the literature, which allowed to form a set of criteria for aesthetic competence, which forms the object of scientific and methodological analysis, by systematizing and grouping. The study developed a set of criteria for assessing aesthetic competence. These criteria include motivational and value, personal, cognitive, activity and reflective groups, which play a crucial role in the formation and development of future teachersʼ professional qualities. The motivational-value group emphasizes the importance of realizing the importance of aesthetics and internal motivation for self-improvement, which is the basis for the development of other components of aesthetic competence. The personal group emphasizes the importance of emotional openness, intuition and creativity, which allow the future teacher to effectively interact with aesthetic objects and express their own uniqueness. The cognitive group of criteria highlights the need for in-depth knowledge of aesthetic theories and the ability to analyze and interpret aesthetic phenomena. The activity group includes criteria that reflect the ability of the teacher to apply the acquired knowledge in practice, and the reflective group focuses on self-analysis, self-criticism and personal growth in the context of aesthetic activity. The criterion-based assessment of these groups opens up new perspectives for improving curricula and methods in the training of future teachers, providing a deep understanding of aesthetic values and contributing to the formation of a high level of professional competence. The practical significance of the study lies in its further possibility of use for the construction of pedagogical methodologies and models for the formation of aesthetic competence of future teachers, which will ultimately have a positive impact on the quality of the educational process of future generations.