Prospective Music Teacher Training: Factors Contributing to Creation of Positive State in the Process of Vocal Education

Abstract

In their study process prospective music teachers have to acquire core knowledge, abilities and skills of vocal education as well as to develop not only subject-specific but also general competences. A future music teacher links her/his identity with the role of both a teacher and a music performer, seeking a harmony between these roles. Thus, while pursuing full-fledged education, emotional experiences of prospective teachers and their positive emotional state in the process of vocal education become of utmost importance. The aim of the study is to reveal the factors contributing to creation of positive state in the process of vocal education. Theoretical research methods: analysis of scholarly literature sources. Empirical research methods: quantitative (prospective teachers' written questionnaire consisting of close-ended questions) and qualitative (prospective teachers' written questionnaire consisting of open-ended questions, semi-structured interview). The collected research data were processed employing quantitative (calculation of percentage frequencies) and qualitative (content analysis of responses) analysis. The research results reveal that preparation for classes, students' mood, physical condition, quality of repertoire and teacher's guidance are seen as the factors that have the strongest impact on future music teachers' positive state during their vocal education. Striving for a positive state of future music teachers in the process of vocal education, it is necessary to identify and analyse these factors to find the best ways to improve this state in vocal education.