У статті розкрито поняття «педагогічна культура», яке ґрунтується на спеціальній і педагогічній освіті та передбачає високий рівень професійної діяльності. Культурологічний аналіз наукової літератури дозволив виділити «культуру» як показник розвитку особистості. Схарактеризовано компоненти педагогічної культури майбутнього вчителя музичного мистецтва (потребнісно-мотиваційний, діяльнісно-особистісний, організаційно-творчий). Характеристика зв’язків, які існують між компонентами педагогічної культури майбутнього вчителя музичного мистецтва, дає можливість зробити висновок про те, що сукупність компонентів, яка розглядається, представляє собою цілісне утворення, яке має системний характер. Формування педагогічної культури – це складний і тривалий процес, який повинен включати етапи навчання у закладі вищої освіти та в самостійній педагогічній діяльності, а також систематичну роботу майбутнього вчителя музичного мистецтва з самовдосконалення. Представлено педагогічну культуру як системну характеристику особистості та діяльності майбутнього вчителя музичного мистецтва. Розглянуто зв’язок запропонованих компонентів. Наведені особливості співвідношення педагогічної і професійної культури вчителя в освітній практиці.
Relevance of the study. All pedagogical classics assess the personality of the teacher as a decisive factor in the education of young people. A new understanding of the role of the human factor in social life, the transition from subject-oriented to personal-oriented education puts before higher education institutions the training of teachers of musical arts, which would be characterized by a high level of formation a pedagogical
culture. Literature Review. The problem of teacher personality formation has received a qualitatively new concretization in the researches of modern Ukrainian scholars (E. Barbin, V. Bondar, V. Buryak, O. Dubaseniuk, I. Ziazun, O. Kirichuk, V. Moliako, O. Moroz, I. Nadolny, D. Nikolenko, L. Necheporenko, V. Ognevyuk, V. Palamarchuk, O. Pehota, O. Savchenko, S. Sisoeva, O. Serdyuk, G. Trotsko, M. Shkil, etc.). These writings emphasize the interconnectedness of culture and education, which requires teachers to have deep knowledge and beliefs, creative thinking, and the ability to navigate independently in a rapid flow of
diverse information. Questions of pedagogical culture of the teacher music art from the standpoint of formation of personal
qualities, professional skills and skills were considered by L. Archazhnikova, N. Volchegurskaya, A. Rastrigina and others.
The results of researches devoted to the formation of professional culture of future teachers of music art, testified T. Abramova, O. Gribkova, R. Khaybullin and others. Problems of formation of methodological culture of music teacher were investigated by E. Abdullin. The issues of forming the artistic culture of the
music teacher are devoted to the works of L. Rapatsky.
The purpose of the article is to reveal the components of the pedagogical culture of a future music teacher.
Results. The term "pedagogical culture" has long been incorporated into the practice of pedagogical activity and is a component of professional culture as a social phenomenon in its scope. Parents, military educators, teachers of higher education institutions, heads of various institutions, that is, people engaged in educational work may be carriers of pedagogical culture. The bearers of the same professional-pedagogical culture are people who carry out pedagogical activities at the professional level. Teachers' pedagogical culture is based on special and pedagogical education and provides a high level of professional activity.
Conclusions. The pedagogical culture of the future music teacher is a systematic characteristic of the personality and activity of the music teacher, which represents the integral unity of such interrelated and interdependent components: need-motivational, activity-personality, organizational and creative. The structural components of the pedagogical culture of the future teacher of music art are characterized. The characteristics of the connections that exist between the components of the pedagogical culture of a
future music teacher can conclude that the set of components under consideration is a holistic, systemic entity. The formation of a pedagogical culture of a future teacher is a complex and long-term process, which should include the stages of education in a higher education institution and in independent pedagogical
activity, as well as the systematic work of the future teacher of music art on self-improvement.
