Manzheles L.V.
IMPLEMENTATION OF INTEGRATED APPROACH IN THE PROCESS OF TRAINING TEACHERS-CHOREOGRAPHERS IN THE UNIVERSITIES OF CULTURE ^{[№ 2 ' 2019]}
Expectations of the high quality of the characteristics of future teachers set forth the conditions for introducing into the educational process an integrative approach to the content of choreography education in a higher educational institution at the same time as a field of theoretical knowledge, art, physical achievements and a subject of educational activity. The study of the possibilities of implementing an integrative approach in preparing for the pedagogical activity of students of choreographic areas of higher education institutions of culture is due to the need to improve this process in the context of the introduction of professional standards for teachers in the field of choreographic education.
I conducted a survey of 32 heads of choreographic groups. The results of the survey and pedagogical practice of students — choreographers of the Perm Institute of Culture showed the need for interaction of acquired knowledge in the unity of the scientific pedagogical platform, practical choreographic ability and theoretical knowledge of dance disciplines. The disciplines studied separately from each other, do not allow to form a fairly holistic, competence — based model of the future specialist.
On the basis of the structure and components of the content of the choreography teacher's activities, in the unity of the acquired qualities of a teacher and choreographer, I have created a model for the integration of disciplines. This model is aimed at the interaction of two components of the learning outcome — the formation of specialized choreographic skills and abilities and professional worldview as readiness for teaching activities.
The proposed model is focused on the formation of a wide range of competencies that contribute to the successful preparation of teachers — choreographers in the system of choreographic education of universities of culture.
As a result of the study, we came to the conclusion that integration as an innovative trajectory of the process of interdisciplinary interaction will be the basis for improving the traditional system of training — the complementarity of knowledge and actions that have existed before that time separately.