FORMATION OF ANALYTICAL-PROGNOSTIC COMPETENCE OF FUTURE MUSIC TEACHER IN THE PROCESS OF PROFESSIONAL TRAINING

The article presents a scientific- theoretical analysis of the formation of analytic-prognostic competence in future music teachers during their professional training, taking into account current challenges and the evolving demands of contemporary art-pedagogical education. It is confirmed that this competence represents a key characteristic of professional growth, as it integrates the capacity for analytical thinking, the anticipation of pedagogical outcomes, interpretive and reflexive activity, and orientation toward value-based foundations of music-pedagogical practice. The relevance and timeliness of addressing this problem are substantiated in light of the urgent need to update educational-professional programs that must provide modern training for music teachers under conditions of ongoing sociocultural transformations, crisis challenges, and increasing expectations regarding the support and restoration of young people’s mental health. The essence of analytic-prognostic competence is revealed as an integrative phenomenon that reflects the music teacher’s ability to analyze educational situations, draw conclusions based on facts and experience, foresee the potential outcomes of applying artistic tools, and adjust their pedagogical strategies in response to the projected changes in pupils’ development. The author offers an original vision of the competence structure, encompassing cognitive-analytical, operational-prognostic, interpretive-reflexive, and value-targeted components. Their interrelations and functional roles in professional activity are clearly defined. Particular emphasis is placed on integrating the analytic-prognostic component into the content of professional training for future music teachers, especially within bachelor’s and master’s programs and additional certificate-based courses. It is argued that the formation of this competence is effectively ensured through the development and implementation of appropriate educational components and pedagogical/art-communicative practices. A structural-content model for the formation of analytic-prognostic competence is proposed, which includes four key blocks: target, conceptual-methodological, content-operational, and result-evaluative. The logic of their development and interaction is demonstrated, ensuring the integrity of professional training for future music teachers, with particular attention to educational components aimed at trauma-informed assistance through art-communication with student audiences. Special emphasis is placed on the result-evaluative block, which enables both assessment of the formed competence level and forecasting of its further development.