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The article deals with the problem of forming the future music teacher’s readiness for organizational and pedagogical activities in a student instrumental group. The twenty-first century’s teacher is a person who has a system of professional knowledge and skills, is able to maintain the level of psychological, pedagogical and professional training according to the latest achievements and scientific and pedagogical discussions at the national and world levels, strives for continuous selfdevelopment and self-improvement, and is ready for pedagogical activity. The criteria and indicators of the formed level of future music teachers' readiness for organizational and pedagogical work in a student instrumental group are identified and substantiated (motivational and cognitive, cognitive and operational, creative and activity, emotional and volitional criteria). In the course of the study, it was determined that the effectiveness of the formation of the future music teacher’s professional readiness for organizational and pedagogical work in a student instrumental group and its theoretical and methodological substantiation can be carried out under the following basic pedagogical conditions, namely: consistent motivational improvement of students' learning activities in an ensemble class; formation of performance culture as the basis of readiness for instrumental and performing activities; application of an individual approach to the formation of students' performing style of pedagogical guidance of a student instrumental group; systematic involvement of future music teachers in various forms of concert and performance activities; integration of various types of music and performance activities of students; optimal combination of theoretical and practical experience of students with a projection on practical work with students; reliance on the method of activating performance practice. The structure of the future music teacher’s readiness for organizational and pedagogical activities in a student instrumental group is determined, which involves the following components: motivational (responsibility for the task fulfilment), orientational (knowledge and understanding of the features and conditions of activity, requirements for personality), operational (mastery of methods and techniques of activity; necessary knowledge, skills, abilities; processes of analysis, synthesis, comparison, generalization), volitional (self-control, ability to manage actions, that make up the process of activity), evaluative (self-assessment of one’s own training and its relevance to the process of solving professional problems).
Labunets et al. (Thu,) studied this question.