У дисертації досліджено проблему формування творчого потенціалу майбутніх учителів музичного мистецтва в процесі навчання гри на фортепіано. Уточнено зміст творчого потенціалу в контексті психолого- педагогічної парадигми. інтегративного утворення, що розкривається в поєднанні професійних і особистісних якостей, здібностей та інтенцій майбутнього вчителя музичного мистецтва, відтворених в новій музично- педагогічній практиці на основі особистісної потреби до творчої самореалізації і саморозвитку.
The dissertation researched a topical problem of the forming the creative potential of future teachers of musical art in the process of piano playing education. Creative potential in the context of a psychological-pedagogical paradigm is defined as a holistic system of natural and social qualities of the individual. It is a prerequisite for creative self-realization of teachers. The creative potential of future music teachers in this dissertation is defined as an integrative entity that is revealed in a combination of professional and personal qualities, abilities and intentions of the future teacher of musical art, reproduced in the new musical and pedagogical practice, based on the personal need for creative self-realization and self-development in the process of training piano playing. The substantiated structure of the creative potential of future teachers of musical art includes four components: inductive-value, cognitive-purview, creative-activity, reflexive-interpretive. The work defines scientific approaches, principles and pedagogical conditions of the forming the creative potential of future teachers of musical art in the process of piano playing education. Pedagogical conditions of forming the creative potential of future music teachers are associated with the stimulation of a valuable positive attitude to creativity and the organization of a creative learning environment.
