PROBLEMS OF INTEGRATION IN ENHANCING THE PROFESSIONAL QUALIFICATIONS OF AN ART EDUCATION TEACHER IN HIGHER EDUCATION INSTITUTIONS

The scientific article is devoted to the study of the significance of effective integrative teaching in the process of modernising higher education for the development of professional mastery and competencies of future art education teachers within the framework of academically established periods of study. The study aims to improve the efficiency of the integrative teaching process in art education, to define its content and mechanisms, as well as to identify factors that hinder its implementation. In the process of integrative teaching, the abilities of teachers for collaboration, the ability to integrate curricula, the use of effective methods in the pedagogical process, as well as the main barriers to obtaining mutual support from the administration and colleagues in the systematic organisation of this process are identified.
The research is based on theoretical analysis, synthesis, deduction, and induction, using scientific literature, dissertations, and articles selected from journals through keywords related to the topic. As part of the pedagogical scientific empirical method, a survey was conducted among teachers of the “Art Education” speciality on issues of integrative teaching, followed by an analysis of the experimental results. A comparative study of the survey results and the conclusions from scientific works showed that the main problems in the process of integrative teaching are: lack of trust among teachers, insufficient understanding of integration methods, inability to abandon the traditional teaching of academic disciplines, as well as common barriers in interdisciplinary cooperation and teamwork. The article focuses on determining the effectiveness of the integrative teaching process in art education and the conditions necessary for its implementation.

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