A FRAMEWORK FOR ASSESSING MASTER'S STUDENTS' READINESS FOR VOCAL TEACHING IN A BLENDED LEARNING ENVIRONMENT
DOI:
https://doi.org/10.31652/3041-1017-2026(8-1)-18Keywords:
vocal training, vocal skills, vocal teaching activities, readiness, blended learning, criteria, master's students, digital technologiesAbstract
The article analyzes the features of the knowledge and skills of undergraduates, which ensure their readiness to carry out vocal teaching activities in the conditions of blended learning. The need for awareness of the specifics of various blended learning models is noted. Based on the analysis of the approaches of domestic researchers to determining the criteria for the readiness of undergraduates to work in the conditions of distance and blended learning, the author of the article proposes his own approach to creating a criteria base that determines the readiness of undergraduates to carry out vocal training in the conditions of blended learning. The motivational, cognitive, technological and reflective criteria for the readiness of undergraduates to teach singing in the blended learning environment are characterized. The motivational criterion of readiness is manifested in the strength and stability of motives for mastering modern technologies of blended learning, the desire for non-standard solutions to problems using information and communication technologies, orientation towards constant self-development and self-improvement in the field of vocal training, including the use of modern methods and techniques of blended learning. The cognitive criterion is characterized by deep and systematized knowledge, the ability to productively use all electronic educational resources, which allow effectively building the process of teaching singing in conditions of blended learning. The technological criterion of readiness demonstrates the level of formation of skills to implement vocal-pedagogical tasks in conditions of blended learning. This criterion involves the effective use of all the capabilities of Internet services, special software tools and modern information and communication technologies for the purpose of organizing vocal training. The reflective readiness criterion characterizes the level of formation of personal qualities necessary for organizing productive communication with all participants in the vocal training process in a blended learning environment.References
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