Abstract:

The article reveals the important role of self-training in the professional training of future music teachers. The authors define this phenomenon as an independent educational activity that is carried out in a special time to improve knowledge, skills and abilities.

The signs of self-training are formulated: setting important goals and tasks for the student, the presence of a time limit for independent educational work, activity and self-discipline in the process of completing the task, «indirect» guidance of the teacher.

The authors identify factors for the successful implementation of independent work of future specialists: organizational factors (time budget, activity of consultants, material and technical support); methodological factors (methodological instructions of the teacher, recommendations, manuals); psychological and pedagogical factors (personal qualities of students – will, principledness and perseverance, intellectual activity, ability to self-improvement); information and technological factors (availability of information and communication tools).

The article develops the principles of self-training of future teacher-musicians: the principle of self-activity of the individual, the principle of motivation of musical and performing actions, the principle of parity in artistic and pedagogical interaction, the principle of overcoming obstacles on the way to the artistic and pedagogical goal, the principle of pedagogical artistry.

Conclusion. The activity of a future teacher-musician in achieving the goal of conducting self-training is a manifestation of the process of self-regulation and predicts the success, reliability, and productivity of the final result.

Keywords: professional training, independent work, self-regulation theory, choral work, artistic image, interpretation.

References:

1. Bodrova, T. O. (2018). Metodychna kompetentnistʹ maybutnʹoho vchytelya muzyky v konteksti produktyvno oriyentovanykh osvitnikh stratehiy. [Methodological competence of a future music teacher in the context of productively oriented educational strategies]. Chernihiv.

2. Bodrova, T. O. (2023). Khudozhnya komunikatsiya u konteksti metodychnoyi kulʹtury maybutnikh pedahohiv-muzykantiv. [Artistic communication in the context of methodological culture of future teachers-musicians]. Chernihiv.

3. Boryshevsʹkyy, M. (2010). Doroha do sebe: Vid osnov subʺyektnosti do vershyn dukhovnosti. [The Road to Yourself: From the Foundations of Subjectivity to the Peaks of Spirituality]. Kyiv.

4. Horbenko, S. S. (2025). Rozvytok osobystisnykh kompetentnostey studentiv u protsesi samostiynoyi mystetsʹkoyi diyalʹnosti. [Development of personal competencies of students in the process of independent artistic activity]. Kyiv.

5. Horbenko, S. S. (2023). Osobystisno oriyentovane navchannya studentiv zakladiv mystetsʹkoyi osvity v sutnisnykh pokaznykakh profesiynykh kompetentnostey. [Personally oriented training of students of art education institutions in essential indicators of professional competencies]. Drohobych.

6. Lysenko, M. (2019). Metodychne zabezpechennya rozvytku zdatnosti do samorehulyatsiyi studentiv u protsesi dyryhent·sʹkokhorovoyi pidhotovky. [Methodological support for the development of the ability to self-regulate students in the process of conducting and choral training]. Kyiv-Poltava.

7. Martynyuk, A. K. (2023). Dyryhent·sʹkokhorova vykonavsʹka maysternistʹ maybutnʹoho vchytelya muzychnoho mystetstva: navchalʹnyy posibnyk. [Conducting and choral performing skills of a future teacher of musical art: a textbook]. Pereyaslav.

8. Metodyka vykladannya u vyshchiy shkoli. (2014). /O. V. Malykhin. [Teaching methods in higher education]. Kyiv.

9. Rastruba, T. V. (2024). Zahalʹni pryntsypy rozvytku vykonavsʹkoyi maysternosti v protsesi vokalʹnoyi ta dyryhent·sʹkokhorovoyi pidhotovky maybutnikh vykladachiv muzychnoho mystetstva. [General principles of development of performing skills in the process of vocal and conducting-choral training of future teachers of musical art]. Nizhyn.

10. Sydorenko, N. I. (2005). Rozvytok usvidomlenoyi samorehulyatsiyi dovilʹnoyi aktyvnosti maybutnikh vchyteliv. [Development of conscious self-regulation of voluntary activity of future teachers]. Odesa.

11. Stanovsʹkykh, Z. L. (2014). Motyvatsiynosmyslovi determinanty samorehulyatsiyi profesiynoyi diyalʹnosti pedahohiv. [Motivational and semantic determinants of self-regulation of professional activity of teachers: a methodological manual]. Kirovograd.