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Received 29.08.2023

Revised 30.10.2023

Accepted 28.12.2023

Retrieved from Vol. 7, No. 2, 2023

Pages 119 -128

  • 196 Views

Suggested citation

Lebedyk, L. (2023). Development of key competencies of future specialists in art and extracurricular education. Ukrainian Professional Education, 8(2), 119-128. https://doi.org/10.33989/2519-8254.2023.14.300237

Development of key competencies of future specialists in art and extracurricular education

Lesya Lebedyk

Abstract

The article is devoted to the actual problem of the development of key competencies of future specialists in art and extracurricular education. The author outlines a range of problematic issues that arise in the process of training students of the master’s level of the educational and professional programs “Extracurricular Education” (specialty 011 Educational, pedagogical sciences of the field of knowledge 01 Education/Pedagogy) and “Choreography” (specialty 024 Choreography of the field of knowledge 02 Culture and Art) and offers areas of activity for the development of their key competencies. The study has revealed the importance of applying knowledge in practice by future specialists of art and extracurricular education, which helps them gain experience, readiness for future professional activities, and life skills. Experts consider readiness for future professional activity to be: strategic thinking, decision-making, the ability to plan, goal setting and achievement, responsibility, interaction and cooperation, teamwork, ability to apply professional knowledge and learning technologies, the ability to think critically, recollection, self-sufficiency, efficiency, punctuality. Life skills are social skills, communication skills, the ability to reach consensus, the ability to take responsibility, self-respect, non-conflict, endurance, and strengthening values and ethics. It has been proven that the development of key competencies of future specialists in art and extracurricular education should be based on systemic, problem-based, personal, competence, and contextual approaches, and forms of interaction – master classes, scientific conferences, trainings, educational and entertainment events, competitions of professional skills, modeling of professional situations. It has been concluded that it is necessary to further search for and improve ways of developing the key competencies of future specialists in art and extracurricular education to develop strategic perspective educational and professional programs for their training

Keywords:

development; competence; key competences; art and extracurricular education specialists; training of art and extracurricular education specialists

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https://doi.org/10.33989/2519-8254.2023.14.300237

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