ТВОРЧЕ САМОВИЗНАЧЕННЯ МАЙБУТНІХ УЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА ЗАСОБАМИ ВОКАЛЬНОЇ МАЙСТЕРНОСТІ В СИСТЕМІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ

The article explores the theoretical foundations of the creative self-determination of future music teachers within the system of professional training through vocal mastery. Contemporary scientific approaches to interpreting the concepts of creative self-determination, professional training, and vocal mastery are analyzed, and their interrelation in the process of the future music teacher's professional and personal development is substantiated. Particular attention is paid to the specific features of professional training for future music teachers in the context of contemporary art education. Vocal pedagogy is highlighted as a key factor in the development of professional competence, creative individuality, artistic and figurative thinking, performance culture, and pedagogical reflection. The study demonstrates that creative self-determination is realized through the gradual formation of professional motivation, value orientations, vocal and performance skills, interpretative culture, creative activity, and the ability to achieve self-realization in music-pedagogical practice. It is established that vocal mastery ensures the integration of performance, artistic, and pedagogical training, promotes the development of professional identity, stage culture, communication skills, and readiness for creative interaction within the educational process. The article proposes the author's model of the creative self-determination of future music teachers through vocal mastery. The model is based on the interaction of methodological and goal-oriented, motivational and value-based, content and procedural, reflective and creative, and result-oriented components. The content of each structural component is characterized, and its functional roles and interconnections in the process of professional development are substantiated. It is argued that implementing the proposed model ensures the integrity of professional training and promotes creative self-realization, professional mobility, pedagogical excellence, and the readiness of future music teachers for innovative educational activities. The findings may be applied to improving the content of vocal-pedagogical training in higher education institutions and to developing contemporary teaching and methodological support for educational programs in arts education.