Muzikos mokytojų profesinė kompetencija: Lietuvos ir Suomijos studentų požiūris
Comparative Study of Student's Attitudes to Professional Competencies of Music Education

Summary/Abstract: In the process of implementation of national education reform, development of professional competencies is one of priorities. The quality of parameters of professional competencies in greatly influenced by the students' attitudes towards his/her profession, i.e. his value system. It is an important factor of successful pedagogical activity that can be treated as independent competence of personality self-education. The purpose of the research is to analyze the student's attitudes to professional competencies of music educators in a comparative aspect. Closed type of questionnaires was used, which enabled the researchers to process a quantitative analysis of attitudes held by students. The survey with participation of 241 students studying at Lithuanian and Finnish higher schools under the Bachelor of Music academic program was carried out in 2003-2004. The results of the data analysis show that Lithuanian and Finnish students have developed a different attitude toward the expression of professional competencies of music educators. Lithuanian students treated music educators ,,ability to get involved pupils in educational process" (88,1 %), ,,teaching subject readiness" (85,0 %), ,,ability to cooperate with pupils" (82,5 %), methodical readiness" (81,9 %), ,,ability to act and reflect originally" (81,3 %), ,,educational and psychological readiness" (80,0 %). The Finnish students treated music educators ,,ability to rally the pupils collective" (98,8 %), ,,ability to cooperate with pupils" (91,0 %), ,,ability to get involved in educational process" (90,1 %), educational and psychological readiness" (79,0 %), peaching subject readiness" (74,1 %), ,,methodical readiness" (65,4%). The largest gap between attitudes of Lithuanian and Finnish students towards professional competencies of music educators has been determined while valu-ating ,,ability to act and reflect originally" (p<0,001), ,,ability to rally the pupils collective" (p<0,001), ,,ability to prove the value of academic music" (p<0,001), professional improvement and self-education" (p<0,001), ,,methodical readiness" (p<0,01), ,,teaching subject readiness"(p<0,05), ,,general education" (p<0,05). Thought the data of the study shows that Lithuanian and Finnish students have different attitudes towards the expression of subject (musical) competence of music educators: Lithuanian students mostly emphasize singing and playing piano musical abilities (p<0,01), and Finns - playing different musical instruments. The summarized answers of students from both countries indicated that singing and instrumental playing are the basic activities during music lessons. The largest gap between attitudes of Lithuanian and Finnish students has been determined while valuating improvisation abilities and skills in music education (p<0,001).

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