Scientific approaches and pedagogical principles of forming future musical art teachers’ readiness for inclusive education of primary school pupils

Abstract

The article reveals the current problem of modern art education regarding the ability of future musical art teachers to implement inclusive education in primary school. It is found that, despite a number of relevant studies by modern scientists, the problem of forming future musical art teachers’ readiness for inclusive education of primary school pupils has not been scientifically elaborated in terms of its methodological foundations. That is why the purpose of the article is to substantiate the scientific approaches and principles of formation of the future musical art teachers’ readiness for inclusive education of primary school pupils. The scientific and practical factors affecting the formation of readiness for inclusive music education of primary school pupils have been determined. To achieve the goal, the following methods were used: theoretical analysis of scientific works; theoretical, structural and functional analysis; complex analysis, construction, theoretical modeling, and generalization. Scientific approaches and principles of forming pedagogical knowledge, abilities and skills for application in an inclusive area are considered. The expediency of using humanistic, personality-centered and communicative approaches is substantiated. Their connection with pedagogical principles is traced, which makes it possible to create a methodology for forming future musical art teachers’ readiness for inclusive education of primary school pupils. According to the results of the study, it has been found that certain scientific approaches and pedagogical principles should contribute to the formation of future musical art teachers’ readiness for the inclusive activities of primary school pupils.