Formation of prospective music art teachers’ readiness for inclusive educational activity

Keywords: Readiness, inclusive educational activities, people with special educational needs, pedagogical technology of inclusive music education, future music teacher.


The article reveals the current problem of Ukrainian and foreign education - the preparation of present-day teachers to get engaged with learners with special educational needs. The objective of the study is to highlight the results of theoretical and experimental research on the formation of prospective music teachers’ readiness for inclusive educational activities, which is the result of students` professional training, prospective bachelors of music, determined by the level of music mastery, psychological-and-pedagogical, information and communication knowledge and skills along with technological ones regarding a system of humanistic and cultural values in the field of educational inclusion. To study this problem, the following scientific research methods were used, such as: scientific approaches (humanistic, socio-psychological, technological, competence), a set of theoretical, empirical, mathematical  methods. The structure of readiness of prospective music art teachers for educational inclusive activities comprises the following components: motivation-and-value, psychological-communicative, musical-epistemological, inclusion-and-activity. The results of the pedagogical experiment proved the effectiveness of enriching the content of bachelor students` training with an educational and inclusive component and the introduction of author's pedagogical technology of inclusive music education for secondary school students, mastering of which enhances the readiness for inclusive education with prospective music art teachers.



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Author Biographies

Natalia Ovcharenko, Kryvyi Rih State Pedagogical University, Ukraine.

Doctor of Pedagogical Sciences, professor of the Department of Methods of Musical Education, Singing and Choir Conducting, Kryvyi Rih State Pedagogical University, Ukraine.

Svitlana Sysoieva, National Academy of Educational Sciences, Ukraine.

Doctor of Pedagogical Sciences, professor, Academician-Secretary of the Department of General Pedagogy and Philosophy of Education, National Academy of Educational Sciences, Ukraine.

Aleksandra Samoilenko, Odessa National Music Academy named after A.V.Nezhdanova, Ukraine.

Doctor of Art Criticism, professor of the Department of the History of Music and Musical Ethnography,  Vice-rector for scientific work of Odessa National Music Academy named after A.V.Nezhdanova, Ukraine.

Olga Chebotarenko, Kryvyi Rih State Pedagogical University, Kryvyi Rih, Ukraine.

Candidate of art criticism, associate-professor of the Department of musicology, instrumental and choreographic training, Kryvyi Rih State Pedagogical University, Kryvyi Rih, Ukraine.

Kateryna Bohianu, Kryvyi Rih State Pedagogical University, Ukraine.

Postgraduate, Kryvyi Rih State Pedagogical University, Ukraine.


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How to Cite
Ovcharenko, N., Sysoieva, S., Samoilenko, A., Chebotarenko, O., & Bohianu, K. (2021). Formation of prospective music art teachers’ readiness for inclusive educational activity. Amazonia Investiga, 10(45), 175-184.