DEVELOPING SELF-DIRECTED LEARNING SKILLS IN FUTURE MUSIC TEACHERS IN THE CONTEXT OF VOCAL AND CONDUCTING TRAINING

Abstract

The article addresses the pressing issue of forming self-educational competence in future music teachers within the contemporary system of higher pedagogical education. A definitional analysis of the concept of self-educational competence is provided, interpreting it as an integrated, multi-component personal construct that includes motivational, cognitive, activity-based, and reflective components, and ensures the ability for continuous self-improvement. The study reveals and substantiates the significant potential of vocal and conducting disciplines (choral conducting, voice production, choir class, choral score reading, choral studies, and choral arranging) as effective means of developing self-educational competence, since they combine independent work with choral scores, reflection on performance activity, project-based tasks, and the use of modern digital technologies. Based on the analysis of Ukrainian and international scholarly literature, diagnostic methods (observation, self-assessment, etc.), and extensive pedagogical experience, it has been determined that the self-educational competence of future music teachers is an integrative personal quality that ensures the ability to engage in independent, systematic cognitive activity aimed at continuous general cultural and professional selfdevelopment. [t encompasses Ше ability їо plan, organize, implement, evaluate, and adjust one’s own educational activities throughout life. It is proven that systematic conducting and choral training enhances motivation for self-education, fosters critical thinking, and ensures the readiness of future music teachers for professional growth and creative self-development in the context of dynamic changes in the educational environment.