КРИТЕРІАЛЬНА БАЗА ДОСЛІДЖЕННЯ ГОТОВНОСТІ МАЙБУТНІХ ПЕДАГОГІВ-МУЗИКАНТІВ до ВИКЛАДАЦЬКОЇ ДІЯЛЬНОСТІ В УМОВАХ ЗМІШАНОГО НАВЧАННЯ

The article analyzes the characteristics of the knowledge and skills of future teachers that ensure their readiness to teach in a blended learning environment. It notes the need to be familiar with the specifics of different blended learning models. Based on an analysis of the approaches of domestic researchers to determining the criteria for the readiness of future teachers to work in conditions of distance and blended learning, the author of the article proposes his own approach to creating a criteria base that determines the readiness of future music teachers to carry out educational work in conditions of blended learning. The value-motivational, informational-cognitive, procedural-technological, and personal-reflective criteria for the readiness of future teachers to work in a blended learning environment are characterized. The value-motivational criterion of readiness is manifested in the strength and stability of motives for mastering modern blended learning technologies, the desire to find non-standard solutions to problems using information and communication technologies, and a focus on continuous self-development and self-improvement in all areas, including the use of modern methods and techniques of blended learning. The informational and cognitive criterion is characterized by deep and systematic knowledge, the ability to productively use all electronic educational resources that allow for the effective construction of the educational process in a blended learning environment. The procedural and technological criterion of readiness demonstrates the level of development of skills to implement pedagogical tasks in a blended learning environment. This criterion involves the effective use of all opportunities, Internet services, personal computers, special software, and modern information and communication technologies for the purpose of step-by-step planning and organization of educational activities. The personal-reflective criterion of readiness characterizes the level of personal dispositions necessary for organizing productive communication with all participants in the educational process in a blended learning environment.