Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет
Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/1
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Тип записи:Публикация, COMPARATIVE ANALYSIS OF PROFESSIONAL TRAINING SYSTEMS FOR MUSICIAN-PEDAGOGUES IN EUROPEAN COUNTRIES AND KAZAKHSTAN(2025-12-06); ; ; Dinara KaumetovaThis paper explores the differences and similarities between music teacher education programmes in Germany, France, Italy, the UK, Finland, and Kazakhstan, focusing on curriculum structure, pedagogical approaches, and cultural influences. It examines the balance between theoretical and practical disciplines, the integration of digital technologies, and the role of multiculturalism in education. The study reveals notable contrasts between European and Kazakhstani systems. European programmes emphasize innovation, critical thinking, creativity, and adaptability to global contexts. They also value interdisciplinarity, linking music education with fields such as management and digital technologies. In contrast, Kazakhstani programmes prioritize the preservation of national musical identity through the teaching of folk music and traditional performance practices. One key strength of European models is their integration of digital tools, enabling flexible and accessible learning formats. These differences point to the potential benefits of intercultural exchange, allowing both regions to learn from each other’s strengths. Blending traditional and modern teaching methods could better prepare music educators to work effectively in both local and global settings. The findings support the development of curriculum recommendations aimed at increasing flexibility, cultural relevance, and global competence. Ultimately, this study advocates for the creation of universal education models that respect cultural uniqueness while responding to the demands of a rapidly changing world. Such models could enhance teacher preparation, foster innovation, and promote inclusive, globally minded education systems. By merging best practices from diverse contexts, music teacher education can evolve to meet contemporary educational and cultural challenges more effectively.Цитирования (OpenAlex) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Assessment of E-Learning in Vocal Performance Training for Bachelor Students in Music Education Based on Shulman’s Signature Pedagogy(De Gruyter, 2026-01-01); ; Olga BabenkoAbstract This article presents an assessment of e-learning for bachelor students in music education as a means of preparing them for vocal performance, integrating the principles of L. Shulman’s signature pedagogy. The relevance of the study stems from the need to identify pedagogical approaches that enhance the quality of vocal-performance training for future music teachers. The research focuses on the following questions: how bachelor students perceive e-learning in the context of preparation for vocal performance within the framework of Shulman’s signature pedagogy; how an online course for this specialization can be designed; and how its effectiveness can be evaluated. To address these aims, the study employed questionnaires, quantitative methods, comparative analysis of mean values, and ANOVA. The findings indicated an improvement in students’ academic performance and a substantial development of their vocal-performance competencies. However, no significant differences were identified in the level of learning motivation between students who studied online based on Shulman’s signature pedagogy and those who received traditional instruction. Nevertheless, the results expand the theoretical foundation necessary for further research into factors influencing the implicit components of Shulman’s signature pedagogy in the context of digital technologies.