Abstract:

The study explored the capacity of the model of Musical Pedagogical Content Knowledge (MPCK) for improvement of musical skills. This model has been tested in the training course for music teachers in online and offline format. Based on the results were concluded that the using of MPCK model allows to support appropriate pedagogical knowledge to facilitate accessibility of teacher qualification through the online way.

Introduction:
The necessary to describe the specific professional competency of music teacher as a complex of ‘integration’ of the Shulman model named the Pedagogical Content Knowledge [1] with a further model referring to the specific skills of the music area based on the distinction between music knowledge of a specific discipline (music content knowledge) and musical pedagogical knowledge. This model might be useful for educators as they begin to use digital tools or another special methods and strategies to support teaching and learning [2]. The complex ‘Musical Pedagogical Content Knowledge’, necessary for a teacher to translate the disciplinary contents according to pedagogical and musical criteria at the same time using the online way for improvement of musical skills in the frameworks of educational process [3].

Methodology:
The research presented the two music teacher education programs for training musical skills at Kazan Federal University. The first program was realized in face-to-face way, when the second – in online environment only. The curriculum of the second program based on the model of Musical Pedagogical Content Knowledge, was realized during the experimental work.
Data were collected from the following sources: control of attendance and activity of participants, results of tests, self-assessment and other tasks, analysis of questionnaires, participants written reflections and researcher observations and interactions with them during the face-to-face lessons and online activity. For analysis were used the quantitative and qualitative experimental methods.

Results:
The data analysis demonstrated the increasing of the level of professional competence in music teaching field included the general pedagogical knowledge and the specific knowledge and skills in music field.

Conclusions:
The content of teacher training programs based on the model of Musical Pedagogical Content Knowledge allows to unite all the important skills of music teacher for successful professional activity. The implementation of learning process in online way has some advantages in relation with face-to-face and allows to increase the effectiveness of education.

References:
[1] M.J. Koehler, P. Mishra, “What is technological pedagogical content knowledge?”, Contemporary Issues in Technology and Teacher Education, 9(1), 60-70, 2009.
[2] L. Perla, L.S. Agrati, V. Vinci, “The “supply chain” of teachers` digital skills training. The TPACK traceability in the teachers` trainers”, ACM International Conference Proceeding Series, Vol., Is., 604-612, 2018.
[3] P. D. Pike, “Improving music teaching and learning through online service: A case study of a synchronous online teaching internship” International Journal of Music Education, Vol.35(1), 107-117, 2017.

Keywords:

Music education, model, professional skills, training program, distance learning.