Development of self-awareness of music teachers
Authors:   Dragomanov Ukrainian State University, Shulzhenko Oleksandr 
Published: October 2024

The article presents the results of theoretical and methodological analysis of scientific achievements of foreign and domestic scientists in their study of the problem of psychological readiness of specialists who investigate it in terms of special education, remedial and rehabilitation effects on children with intellectual, autistic, speech and kinesthetic dysontogenesis disorders. Analysis of literature sources shows that the psychological readiness of a specialist in special education is an integral part of teacner education consisting of the motivational, emotional and activity-related attitude of an adult to changes in behavioural, regulatory, developmental, intellectual, sensory perception of cooperation with a child, aimed at the correction and compensation for central nuclear disorders and their consequences. The psychological readiness of a music therapist is presented as the following components: praxeological, assertive, and internal. Each component is represented by parameters of intellectual, motivational, volitional, self-regulatory, evaluative, creative, communicative, corrective and compensatory psychological mechanisms. It is determined that the personal traits of a musician-teacher are manifested in a situation of their awareness of the need for special professional training to perceive the psychological characteristics of children with special educational needs. It is noted that without the formed psychological readiness of a specialist in the field of music, their supervision of training, psychological support, a negative attitude towards ‘special’ children and cooperation with them are established. Music therapy requires special training of specialists who are not only competent in the field of music, the influence of music, and the use of musical instruments, but also what ensures the phenomenon of its effectiveness and reliability of scientific and practical results. Music therapy has recently begun to be used in special education, and this work involved specialists in the field of music. Scientists studying the pedagogical and psychological qualities of a music teacher point out the criteria such as high-quality musical abilities, the ability to encourage children to cooperate, reveal musical abilities in these children, develop musical taste in them and understanding of the material, make efforts while learning to play instruments, by creatively approaching the use of musical material and systematically supporting motivation and contributing to the creative development of children. The article presents levels of music therapists’ professional awareness of the problems of cooperation with children with special educational needs, and their acceptance, assimilation, processing, and implementation of musical content. The article presents the criteria developed by the author and levels of psychological readiness of a specialist in musical development regarding adequate interaction with children differentiated according to a specific nosology. It is determined that such cooperation should take place in the context of not only musical but also special work within the framework of music psychotherapy. It is concluded that it is necessary to develop and test a structural and functional model of professional special psychological training of music specialists with a significant emphasis on psychotherapeutic assistance. Keywords: music therapy, special education, psychological readiness, music therapist, children with special educational needs.