Didactic and Psychological Foundations for Developing Professional-Pedagogical Identity in Future Music Teachers

This article analyzes the didactic and psychological foundations for developing professional-pedagogical identity in future music teachers from both scientific-theoretical and practical perspectives. The study reveals the essence of the concept of professional identity, its role and significance in pedagogical activity. It also identifies the specific features of identity formation in the process of music education. During the research, the integration of reflective, motivational-value, and creative-aesthetic mechanisms is substantiated. Ways to enrich educational content through didactic components and ensure students’ internal development through psychological factors are demonstrated. Based on experimental work, the effectiveness of the developed methodology is proven. According to the results, an increase in the level of professional identity also enhances the effectiveness of pedagogical activity. The findings of the article have significant scientific and practical importance in improving the system of music education.

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