UDC [371.124:7.071.2:001](477)

DOI 10.34142/27091805.2022.3.02.01

SELF-AWARENESS IN THE FORMATION OF THE

FUTURE MUSIC TEACHER’S SCIENTIFIC RESEARCH

CULTURE

Doctor of Pedagogical Sciences, Professor of

the musical art’s department H.S. Skovoroda

Kharkiv National Pedagogical University,

Kharkiv, Ukraine

email: tushevavika@gmail.com

https://orcid.org/0000-0002-9451-0532

The purpose of the article is to highlight the functional characteristics of future music teacher’s self-

awareness and worldview orientations as determinants of his scientic and research culture formation.

Methods and methodology. The ideas of H.S. Kostyuka, S.D. Maksimenko, S.L. Rubinstein regarding the

understanding of the ontology of mental phenomena, generalized by the principle of the unity of consciousness and

activity, the development of professionally important qualities of the individual in the systemogenesis of activity;

as well as the position of higher art education in relation to cultural, personality-oriented, systemic approaches as

a methodological basis in revealing the peculiarities of the future teacher-musician’s self-awareness have acquired

methodological signicance for the selected issue.

The scientic novelty of the article consists in illumination of the purpose of the professional worldview

activity and in the context of the teacher-musician scientic research culture, the revealing of the essence of teacher-

musician self-awareness, the formation of which is manifested as support for its internal consistency and self-identity,

the construction of conscious research and pedagogy; self-knowledge and search for the meaning of life through self-

improvement, self-understanding, self-education by means of research in the eld of art education.

The results. The theoretical-methodological aspects of the problem of future teachers-musicians’ scientic-

research culture formation are revealed, and in particular, issues regarding their self-awareness, semantic-forming and

professional worldview activities. The scientic research culture of the future teacher-musician is dened as a dynamic,

integrative quality of the personality, manifested in the ability to synthesize analytical-synthetic, inductive-deductive

mental activity and emotional-gurative comprehension of musical art, the embodiment of scientic, pedagogical

and artistic. application of scientic knowledge in pedagogical activity as a scientic-theoretical (explanatory) and

constructive-technological (transformative) function. It is noted that the teacher’s self-awareness ensures the tension

of his intellect, worldview intentions, social determinism of scientic research in musical and pedagogical education.

It is emphasized that a particular importance of the researcher’s semantic-forming activity is acquired by

the worldview, which is characterized by spiritual and aesthetic content and orientation, which is manifested as a

valuable attitude to socio-cultural, educational and pedagogical processes through the prism of personal worldview.

It was concluded that the result of the formation of future teacher-musician’s scientic and research culture is formed

qualitative and instrumental properties of self-awareness, which ensure its functioning.

Keywords: future teacher-musician’s scientic research culture, consciousness, self-awareness, professional

worldview and meaning-forming activity, reexivity.

Problem statement and its connection with

important scientic or practical tasks. The transition

from an industrial society to a post-industrial, a

radical restructuring of its social structure and the

very character of public relations in connection

with globalization processes caused reorientation

and changes in sociocultural life, its substantive and

procedural characteristics, the emergence of new

ideological markers that opened a new stage in the

human development, culture and human civilization.

We are witnessing a fundamentally new stage in the

historical development of a man, which provides

great opportunities for revealing the deep potential of

the individual, his ideological beliefs, actualizing the

need to enter the system of new values as a result of

innovative transformations of being.

The changes taking place in the world and,

accordingly, paradigmatic transformations in

higher education directed the development of socio-

pedagogical systems towards their harmonization,

Volume 3 (2) 2022

Professional Art Education

integrative unity, axiologisation, spiritual

fulllment, creative potentials actualization, search

and understanding of new vital goals and ideals,

society development, considered as « perspective

ideology of the 21st century». The transition of

humanity to sustainable development will ensure

the harmonization of interaction with the nature of

the global community, the formation of the sphere of

reason (noosphere), and the measure of national and

individual wealth will be new paradigms of thinking,

ontological types of person’s self-awareness, living in

harmony with the environment, its value orientations.

Thus, there is a need to explicate the phenomenon

of teacher’s self-awareness in higher art education in

psychological and pedagogical contexts, to identify

its characteristic features, relationships with the

macro- and microsociety, considering the value of

post-nonclassical science, where the primary subject-

subject relations, which determine the specics of

other relations, require a non-linear type of scientic

rationality.

Analysis of basic research and publications. At

the theoretical level, certain aspects of the problem of

the future teacher’s, in particular musicians, scientic

and research culture formation, are the subject of

interdisciplinary studies that focus on the following

issues:

a) research training as a strategic vector for

ensuring the universities students professional training

quality (V.P. Andrushchenko, S.U. Honcharenko, M.B.

Yevtukh, G.T. M.O. Knyazyan, V.G. Kremen, V. .A.

Semichenko, L.O. Sushchenko, etc.);

b) research activity as a system-forming factor in

the training of highly qualied pedagogical staff (V.I.

Bondar, O.M. Pehota, O.Ya. Savchenko, S.O. Sysoeva,

etc.), increase the effectiveness of teachers’ music-

pedagogical activities ( B. A. Brilin, G. Yu. Nikolai, O. M.

Otych, H. M. Padalka, O. P. Rudnytska, N. A. Szegeda,

etc.);

c) application of the research method in the

formation of personal qualities of the teacher-

researcher-musician (O.V. Yeremenko, A.V. Kozyr, V.A.

Lisovyi, O.M. Oleksyuk, V.V. Tusheva, etc.);

d) synthesizing means of scientic and artistic

knowledge, scientic understanding of art education,

artistic and aesthetic space (A.G. Bolgarskyi, V.G.

Butenko, N.E. Miropolska, O.M. Oleksyuk, V.F. Orlov, O.

.M. Otych, H.M. Padalka, O.E. Rebrova, G.P. Shevchenko,

O.P. Shcholokova, etc.);

e) the eld of professional activity of teachers-

scientists, its regulatory and evaluation criteria (G.O.

Ball, S.U. Goncharenko, V.A. Kushnir, O.M. Mykytyuk,

Professional Art Education Volume 3 (2) 2022 Scientic Journal

etc.).

However, the above-mentioned works raise only

separate issues of the theory and methodology of

future music teachers’ scientic and research culture

formation in the process of professional training, which

requires a fundamental study of the outlined problem,

the identication of factors and determinants which

inuence the formative process and the formation of

the studied personal phenomenon.

The purpose of the article is to reveal the

peculiarities of the future teacher-musician’s self-

awareness functioning, his worldview orientations,

reective actions that determine the teacher’s scientic

and research culture formation.

Article basic material presentation. The

armation of a personally oriented paradigm

in professional art education in the context of its

integration into the global scientic, humanitarian

and educational space requires the search for and

substantiation of professionally signicant qualities

of the future teacher as a subject of socio-cultural

activity, in which worldview gain signicance, and the

processes of goal setting and goal achievement become

intrinsic value and need spiritual-humanistic, moral

lling, diversication and deepening, taking into

account different vectors of art education realization

of.

Comprehension of cultural, scientic,

psychological-pedagogical and art sources from the

research problem made it possible to dene the future

teacher-musician’s scientic-research culture (SRC

FTM) as a dynamic, integrative quality of the individual,

which is manifested in the ability to synthesize

analytical-synthetic, inductive-deductive thinking

activity and emotional-gurative understanding of

musical art, the realization of a scientic, pedagogical

and artistic ideal in a research search, the application

of scientic knowledge in pedagogical activity as a

scientic-theoretical (explanatory) and constructive-

technological (transformative) function.

It is the syncretic nature of scientic and artistic

cognition at the level of macro dialogue, as a reexive

understanding of personal gnostic-cognitive processes,

and macro dialogue, as a polyphony of theoretical

reections, conceptual positions, scientic methods,

methodological approaches and, in a broader sense,

the dialogue of cultures, that forms the basis of the

future teacher’s research in the eld of art education.

Ideas in psychological science regarding the

development of professionally important qualities

(PIQ) of an individual in the systemogenesis of activity

acquire methodological signicance for the selected

problem. In this sense, the study of mental processes

brings us closer to understanding the ontology of

mental phenomena, generalized by the principle of

the unity of consciousness and activity (G.S. Kostyuk,

S.D. Maksimenko, S.L. Rubinshtein), according to

which the activity of people determines the formation

of their consciousness and, all mental processes in

general, and the latest ones carry out the regulation

of human activity and are a condition for its adequate

performance.

Therefore, we intend to highlight the

professionally important and personal qualities that

are concentrated around the operational sphere of the

researcher and are related to his consciousness (self-

awareness) and worldview activity.

The analysis of the psychological foundation

(P.I. Zinchenko, G.S. Kostyuk, O.M. Novytskyi, S.L.

Rubinshtein, Yu.Zh. Shaigorodskyi) shows that the

dening features of consciousness, which is constituted

by knowledge and is the carrier of knowledge, become

reection, attitude, goal setting and regulation. As

a formation, consciousness arises in the process of

awareness of the world, being included in it as a means

of awareness. The development of consciousness

in ontogenesis is characterized by the fact that the

processes of cognition and subject’s self-awareness as

a single entity capable of self-expression are becoming

increasingly important. Therefore, self-awareness is

considered as the highest degree of consciousness.

Considering the universal cultural need realized

in art as the aesthetic understanding of all the diversity

of the world, the creation of its aesthetic picture and its

use as a tool of cultural progress, we will formulate

the goal of the teacher’s professional and worldview

activity, manifested in the construction of one’s own

personal concept of worldview, a model of interaction

(that constitutes sociocultural life ) on the basis of

theoretical reasoning and reexive actions determined

by existing values and norms, and reproduction of the

individual trajectory of professional growth by lling

it with new ideals and goals (Tusheva, 2021).

In addition, the ideal as a universal and

generalizing hypostasis of human existence and

culture, which manifests itself in all branches and

at all levels of its functioning, acts as the meaning of

human existence, the perspective of human existence

in individual refraction, as a general vector of cultural

development. Acting as a category of the cultural

system value-normative base analysis, the ideal for

the future teacher is actualized and is reected in

attitudes-beliefs regarding the need to reach universal

human values: to the Truth (in cognitive activity),

to human charity (in aesthetic activity), to Man as a

value (in practically oriented activity), to creativity (in

pedagogical activity), to Beauty and spiritual ideals (in

artistic activity).

The formed self-awareness of the individual

manifests itself as the support of its internal

consistency and self-identity, the construction of

conscious research and pedagogical behavior based

on knowledge; self-knowledge and the search for

the meaning of life through self-improvement, self-

understanding, self-creation by means of research in

the eld of art education (Tusheva, 2023).

It is important that effective pedagogical

interaction is carried out only by a teacher with a

positive «self-concept» as an indicator of his social

and professional self-suciency, able to respond to

social, cultural, and pedagogical challenges. Acting

as the nal product of self-awareness processes, the

«I-concept» as a peculiar system of views, a cognitive-

emotional construct of understanding oneself and the

surrounding world («Self-theory» by H. Remschmidt),

is built on evaluation activity. As relatively stable and

at the same time dynamic system, future teacher’s

«I-concept» is formed in interaction with socio-cultural,

educational, pedagogical, and artistic phenomena. On

the one hand it represents an integrative formation

in the spiritual world of an individual, on the other

hand - serves as an indicator of the achievement

of methodological maturity, acmeological level in

his profession. It is reexive actions in relation

to self-determination that underlie professional

consciousness, and awareness of one’s own

subjectivity is a general ability, a kind of mechanism

for the self-development of a teacher’s personality as a

professional. The ability of a modern teacher to build

himself, his individual history, to rethink his own

essence from the standpoint of professional norms

is a permanent, socially, and culturally conditioned

process. Self-determination of the individual is aimed

at expanding one’s original capabilities — «self-

transcendence» (according to Frankl): the fullness of

human life is determined by its transcendence, that

is, the ability to «go beyond oneself,» in the ability to

nd new meanings in a specic matter and in all of

life. Therefore, the meaning determines the essence

of self-determination, self-realization, and self-

transcendence. Such a vision of the issue leads to an

understanding of the meaning of life, which is realized

and formed on a certain worldview basis. The essence

of this connection is that the very meaning of life is

the integration of the system of values that function in

society. So, the meaning of life, according to Y.G. Fichte,

Volume 3 (2) 2022

Professional Art Education

consists in the formation of the personality through

constant development, and this activity process is not

limited to the individual - improving, the personality

improves the world.

Proceeding from the fact that the meaningful

lling of being is one of the main foundations of

culture, and the loss of meaning becomes a threat both

to the existence of the latter and to the very identity of a

person, we believe it necessary to consider the issue of

meaning-forming as the ability to derive new meaning

from cultural, socially - pedagogical processes, to search

for new humanistic, anthropological and hermeneutic

values. This, in turn, makes it possible to assert the

necessity and importance of meaning-making as a

unity of goal- and meaning-making activity in future

teachers training in the eld of art education.

R.V. Pavelkov indicates the need to refer to the

concepts of «value» and «meaning» and to identify

their interdependence, focusing on the double

determination of the phenomena of consciousness.

As the scientist notes, meaning is the basic unit of

consciousness, therefore it is necessary to consider a

person as assimilating meaning, and not creating them.

The meaning generated by human being is not added

to the value but is embodied in them. Consequently,

meaning and value do not exist separately; their

correlation characterizes the internal structure of

consciousness. It is important to understand that

we judge about the consciousness depending on

its semantic structure, since the meaning-forming

activity of values leads to a certain semantic structure

of consciousness itself (Pavelkov, 2009).

In scientic and psychological science (S.P.

Bocharova, V.P. Raevsky, S.L. Rubinshtein, etc.)

it is noted that the phenomena of consciousness

have a double determination - external (sphere of

cognitive processes) and internal (sphere of needs). To

understand the relationship between consciousness

and motives, it is necessary to refer to the concepts of

«value» and «meaning» and to reveal their difference

and interdependence. Value is the basic unit of

consciousness. Therefore, it is necessary to consider a

person as one who assimilates values, and not creates

them. The meaning generated by human existence is

not added to values, but embodied in them. Therefore,

meaning and signicance do not exist separately,

their relationship characterizes the internal structure

of consciousness. It is important to understand that

we judge consciousness depending on its semantic

structure, since the meaning-making activity of values

leads to a certain semantic structure of consciousness

itself.

In researcher’s meaning-forming activity we

assign a special role to the worldview, which is

characterized by spiritual-aesthetic content and

direction, manifests itself as a method and result of

assimilation of the surrounding world, a valuable

attitude to socio-cultural, educational and pedagogical

processes through the prism of personal worldview.

The unity of the scientic understanding of music-

educational activity, its dialogic strategy, and the

artistic-aesthetic way of perceiving musical art

constitute the specicity of the worldview intentions

of the music teacher as a researcher. In this sense, the

worldview of a teacher-musician, as the focus of the

vision of the world of culture, science, art and education,

represents a system-forming mechanism of his value-

worldview sphere, a specic prism of spirituality,

through which the value-meaning comprehension of

artistic reality, the understanding of professional life

within the limits of research strategies.

Henceforth, the worldview orientation of the

future teacher-musician are based on the unity of

formed scientic worldview and artistic world-

understanding, world-view, world-outlook and world-

sensation and are conditioned by the nature of the

culture creative, artistic and aesthetic activity. In this

regard, the ability of art not only to reect the reality,

but also to reveal the secrets of the human universe

determine the specics of research in this area. The

musical art teacher’s ideological orientations reect

the cultural way of life, state the essence of culture

and science as a sphere of universal and humanistic

values, which are found in the content of research

activities and musical and pedagogical practice.

Understanding the ideological function of science

and art, the integrative essence of the research, its

ontological, axiological, epistemological, hermeneutic,

anthropological content, the historical, cultural and

artistic context of the solved scientic and pedagogical

problems form the basis of a reective researcher in

the eld of art education. In this sense, the scientic

and artistic worldview occurs in an inextricable

connection between rational and emotional processes,

scientic and artistic thinking, intellectual and

perceptual actions aimed at a holistic and essential

understanding of the «concept of the world», cultural-

artistic, artistic-teacher-educational phenomena.

Such analytical and reexive processes need artistic

and aesthetic education, scientic and pedagogical

awareness, socio-cultural competence, research,

and methodological equipment of the modern music

teacher (Tusheva, 2023).

To reveal the features of the teacher-researcher-

Professional Art Education Volume 3 (2) 2022 Scientic Journal

musician’s evaluative and analytical activities, we

turn to the methodological position of S.L. Rubinstein

regarding the unity of consciousness and activity

(action) processes, a natural consequence of which

is the allocation of self-consciousness regulatory

function. According to this theory, consciousness

(self-consciousness) as a mechanism of regulation

acts simultaneously as a component of activity and its

product. Since any regulatory inuence is determined

by external and internal criteria, the identication of

their specics becomes the basis for determining the

types of activity regulation. Considering this, the rst

subject regulation is related to ensuring the adequacy

of the research activity operational characteristics to

the features of its subject (object) and the features of

subject activity in general. The second form of activity

regulation is its semantic regulation - the correlation

of the goals and means of scientic research with the

motives, needs, values and attitudes of the subject.

These two forms of activity regulation correlate with

two fundamental characteristics: objectivity and

meaningfulness. In the system of internal regulation

of the researcher’s self-consciousness, which is formed

together with the activity itself, the subject and

semantic subsystems are merged into a single whole.

Consequently, awareness refers both to the subject

of research activity (self-awareness, reection), and

to its content, the process of building and deploying.

In the most general form, the regulatory function of

self-awareness of a teacher-researcher-musician is

manifested in the ability to control, critically evaluate

mental, research and pedagogical actions and correlate

them with the subject of this activity.

Conclusions and prospects for further

research. Thus, comprehending the foregoing in

terms of the features of self-consciousness as a future

teacher-musician’s personality trait, it is necessary to

focus on its qualitative and instrumental properties,

since it is the result of the formation of future teacher-

musician’s scientic and research culture and ensures

its functioning. As a determinant of the outlined

personal phenomenon formation, self-consciousness

determines the depth of scientic and artistic

worldview and evaluative, analytical, reective

and research activities, inuencing the external

(subjective) and internal (semantic) regulation of

scientic research in the eld of art education.

The selected research area is continued in the

development and study of professional and personal

qualities that provide the value-motivational and

mental spheres of the future teacher-musician with a

developed research culture.

Volume 3 (2) 2022

Professional Art Education

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Professional Art Education Volume 3 (2) 2022 Scientic Journal

Надійшла до редакції / Received: 20.08.22

Рекомендовано до друку / Accepted: 14.10.2022

Volume 3 (2) 2022

Professional Art Education

Мета статті полягає у висвітленні функціональних характеристик самосвідомості та світо-

глядних орієнтацій майбутнього педагога-музиканта як детермінанти формування його науко-

во-дослідницької культури.

Методи та методологія. Методологічного значення для обраної проблематики набувають

ідеї Г.С. Костюка, С.Д. Максименка, С.Л. Рубінштейна щодо розуміння онтології психічних явищ,

узагальнених принципом єдності свідомості та діяльності, розвитку професійно важливих яко-

стей (ПВЯ) особистості у системогенезі діяльності; а також положення вищої мистецької освіти

щодо культурологічного, особистостісно орієнтованого, системного підходів як методологічно-

го підґрунтя у розкритті особливостей самосвідомості майбутнього педагога-музиканта.

Наукова новизна статті полягає у висвітленні мети професійно-світоглядної діяльності та

в контексті науково-дослідницької культури педагога-музиканта розкриття сутності самосвідо-

мості педагога-музиканта, сформованість якої виявляється як підтримка її внутрішньої узгод-

женості і самототожності, вибудовування свідомої дослідницької і педагогічної поведінки на

знаннєвому підґрунті; пізнання себе та пошук сенсу життя через самовдосконалення, самоо-

смислення, самотворення засобами дослідницького пошуку в галузі мистецької освіти.

Результати. Розкрито теоретико-методологічні аспекти проблеми формування науково-до-

слідницької культури майбутніх педагогів-музикантів, зокрема питання щодо їх самосвідо-

мості, смислоутворюючої і професійно-світоглядної діяльності. Визначено науково-дослідниць-

ку культури майбутнього педагога-музиканта як динамічну, інтегративну якість особистості,

що виявляється у здатності до синтезування аналітико-синтетичної, індуктивно-дедуктивної

мисленнєвої діяльності і емоційно-образного осягнення музичного мистецтва, втілення науко-

вого, педагогічного і художнього ідеалу у дослідницький пошук, застосування наукових знань

у педагогічній діяльності в якості науково-теоретичної (пояснювальної) та конструктивно-тех-

нологічної (перетворювальної) функції. Зазначається, що самосвідомість педагога забезпечує

напругу його інтелекту, світоглядних інтенцій, соціальну детермінованість науково-дослідни-

цького пошуку у музично-педагогічній освіті.

Підкреслюється, що особливе значення у смислоутворюючій діяльності дослідника набу-

ває світогляд, який характеризується духовно-естетичною наповненістю і спрямованістю, ви-

являється як ціннісне ставлення до соціокультурних, освітньо-педагогічних процесів крізь при-

зму особистісного світорозуміння.

Зроблено висновок, що результатом формування науково-дослідницької культури майбут-

нього педагога-музиканта стають сформовані якісні та інструментальні властивості самосвідо-

мості, які забезпечують її функціонування.

Ключові слова: науково-дослідницька культура майбутнього педагога-музиканта,

свідомість, самосвідомість, професійно-свідоглядна і смислоутворююча діяльність,

рефлексивність.

УДК [371.124:7.071.2:001](477)

DOI 10.34142/27091805.2022.3.02.01

САМОСВІДОМІСТЬ У ФОРМУВАННІ НАУКОВО-

ДОСЛІДНИЦЬКОЇ КУЛЬТУРИ МАЙБУТНЬОГО

ПЕДАГОГА-МУЗИКАНТА

доктор педагогічних наук, професор ка-

федри музичного мистецтва ХНПУ імені

Г.С.Сковороди,

Харків, Україна

email: tushevavika@gmail.com

https://orcid.org/0000-0002-9451-0532