The Development of Vocal and Pedagogical Culture in a Future Musician Teacher Within the Context of a Chinese University

Aim. To consider the existing methodological approaches to the organization of professional training for music teachers; to explore the theoretical foundations of the contextual cultural approach in education, and to reveal the role and possibilities of using this approach in the formation of the vocal and pedagogical culture of a music teacher in a Chinese university.

Methodology. The research is based on the following approaches: contextual cultural, which integrates the cultural values and traditions of Chinese art into the educational process and provides future music teachers with a comprehensive basic education; hermeneutic, which focuses on interpreting the cultural meanings of music; axiological, which involves identifying and evaluating the value of music education in culture; and cultural studies, which transforms the goal of education from the development of a narrow specialist to the formation of a culturally competent music teacher who is capable of creating meaning and engaging in cultural reflection. Theoretical methods such as content analysis, synthesis, induction, deduction, comparison, generalization, and systematization were used to achieve the research results; empirical methods included data analysis, observation, and evaluation.

Results. The essence, content, and principles of the contextual cultural approach have been revealed, and the need to integrate it into the educational process of professional training for music teachers has been justified.

Research implications. The theoretical significance of the study consists in identifying and theoretically substantiating the potential of the context-cultural approach to solve current scientific problems in the theory and methodology which relate to forming the vocal and pedagogical culture of a future music teacher in the educational environment of a Chinese university. The practical implication lies in the fact that the theoretical provisions and results of the study can be used in the practice of professional training of students specializing in music and pedagogy at higher and secondary specialized pedagogical educational institutions, as well as in the system of advanced training and retraining of music teachers.
Conclusions. Not all graduates of vocal departments at conservatories and music faculties of Chinese universities have a professional future that involves stage activities or a solo career as a singer: many of them prefer teaching, where specific education is obligatory. The context cultural approach may help in formation of the vocal-pedagogical culture of the teacher, emphasizing the socio-cultural environment and the individual experience of students, that can be especially effective. This is especially important for the Shenyang Conservatory, as this approach to teaching future music teachers considers the uniqueness of Chinese culture and the specific features of the region, complementing their overall professional training and significantly expanding their pedagogical competencies.

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