TRAINING OF THE FUTURE MUSIC TEACHER FOR WORK IN A PRESCHOOL ORGANIZATION

Abstract

This study addresses the gap between theoretical knowledge in the current system of higher music-pedagogical education and the practical demands of preschool teaching. The aim is to develop an integrative pedagogical model that enhances the professional readiness of future music teachers for work in kindergarten and to empirically test its effectiveness.

The research was conducted as a pedagogical experiment. Sixty students majoring in “Music Education” at M. Auezov South Kazakhstan University and Kazakh National University of Arts were divided into an experimental group (N=30) and a control group (N=30). The experimental group received an integrated learning module comprising three components: 1) the use of Kazakh ethnopedagogical materials; 2) creative and activity-based tasks (improvisation, role-playing games) based on D. Elliott's philosophy of "musicing"; 3) a reflective-practical component (video analysis, expert feedback). The control group followed the traditional curriculum. Effectiveness was assessed across cognitive, emotional-value-based (using an adapted version of V.V. Boyko's method), and activity-based (using music-pedagogical tasks adapted from E. Torrance's test) components. Data were statistically processed in SPSS 26.0 using Student's t-test.

In the experimental group, the proportion of students achieving a high level of professional readiness increased from 22% to 58% (a gain of +36 p.p.), while the proportion at a low level decreased from 30% to 6.7%. Changes in the control group were not statistically significant. A significant increase in mean scores was observed for each component: the emotional-value component increased by +0.90 points (Mpre=2.00; Mpost=2.90), the activity-based component by +0.90 points (Mpre=1.93; Mpost=2.83), and the cognitive component by +0.77 points (Mpre=2.10; Mpost=2.87). Differences between the groups were statistically significant (p < .001). Qualitative analysis (reflective essays, expert observation) confirmed a shift in the students' professional stance from being an "instructor" to becoming an emotional-creative partner of the child.

The research demonstrates the necessity of an integrative approach to overcome the fragmented disconnection between theory and practice in preparing future music teachers for preschool education. The proposed model, which combines ethnopedagogical, creative-activity-based, and reflective components, was shown to significantly enhance students' professional readiness, particularly in crucial qualities such as emotional empathy and practical flexibility. The model can serve as a practical foundation for updating music-pedagogical education.