Abstract:

In terms of the article, the author views the system as an ordered set of interconnected components that create the structure, integrity and unity of the system. The structure of the formation of the vocal-Vykonavian mystical world of future teachers of musical mysticism embraces several interrelated components: stimulation-motivational, competence-meaningful, reflexive-Vykonavian and creative-resultative. It is important to emphasize that these warehouses do not function as a unit, but intersect, creating a dynamic system.

Thus, the competence-semantic component, which includes knowledge and ideas about the specifics of pedagogical activity, requirements for the teacher’s personality, the ability to determine the goals, objectives, content and methods of the educational process, is directly correlated with both the reflective-executive and the stimulation-motivational component.

The first of them focuses on the future teacher’s ability to manage his own actions, exercise self-control and self-assessment of readiness for professional activity, while the second forms a conscious and value-based attitude to the chosen profession, which is based on positive motivation, the desire to maximize his own potential in teaching practice. All of these components are integrated by the creative and productive component, which orients the student to search for new solutions to complex professional tasks, to constant self-improvement, planning of educational and performing activities and orientation to achieve the best result. It is thanks to it that the integrity of the system is achieved and access to a qualitatively new level of professional development of the future teacher of musical art is ensured. Thus, the system appears as an orderly, complete and effective formation, the basis of which is the coordination and interaction of its structural components.

Keywords: component structure, vocal-performing thinking, future teachers of musical art, professional training, integration, self-control.

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