DOI: 
http://dx.doi.org/10.15293/1813-4718.2401.10
UDC: 
378:793
Davydova Anastasia A.
Postgraduate Student of the Department of Pedagogy, Psychology and Physical Culture, Senior Lecturer of the Department of Folk Dance, Kemerovo State Institute of Culture, davidova_nastya@mail.ru, Kemerovo
Churekova Tatiana M.
Доктор педагогических наук, Dr. Sci. (Pedag.), Prof. of the Department of Pedagogy and Psychology, Kemerovo State Institute of Culture, churekova_t@mail.ru, Kemerovo

Factors and Conditions of Practical Training for Future Choreographer-Teachers

Abstract: 
The article addresses the task emphasized in the Federal State Educational Standards for Higher Education in all areas of choreographer training, as well as in the professional standard “Teacher of Additional Education for Children and Adults” (Order of the Ministry of Labor and Social Protection of the Russian Federation, October 22, 2021), namely, the preparation of future specialists in choreography for teaching activities. The goal of the article is to draw attention to the factors that determine this process since pedagogical tasks are present in all types of professional activities for future choreographers. The study was conducted based on comparative, critical analysis, synthesis, generalization, and interpretation methods. Examination of regulatory documents, psychological-pedagogical scientific literature, and practice allowed us to identify factors that have the greatest influence on the practical training of future choreographers and categorize them based on their sources of impact as external and internal. External factors include: cultural-educational environment, interaction with teachers, and student community. Internal factors include: passion for the profession, creativity, self-development, self-education, and self-discipline. Based on these factors, conditions were identified and justified that can significantly improve this process. Such conditions include: enriching the pedagogical component in teaching special disciplines to choreography students; involving students in practice-oriented activities during internships; and using new technologies in teaching disciplines. In conclusion, it is stated that practical training for teaching activities of choreography students represents a process of complex factors influenced by the specifics of choreographic education and implemented through the theoretically substantiated pedagogical conditions discussed in the article.
Keywords: 
practical training; choreographer training; teaching activities; factors of professional training; pedagogical conditions; choreographer-teacher; choreography students
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References: 

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