Under the conditions of present-day modernization of education, the urgency of dealing with educational issues and challenges in terms of the coronavirus pandemic, the teacher's technological culture enhancement who is capable to effectively apply innovative technologies in the educational process has acquired particular significance. Therefore, special attention is paid today to the formation of future music teachers' technological culture by means of applying innovative technologies in vocal training at the institution of higher artistic and artistic-pedagogical education. The technological culture of the teacher is considered as a professional and personal phenomenon based on value-andtechnology worldview and way of thinking, skills in the application of technological knowledge, those formed and implemented in creative artistic and pedagogical activities as well as the ability to creatively use pedagogical tools. Students have to master a wide range of technologies for teaching singing and then use them in their practical activities as music teachers, namely: technologies aimed at mastering performing and methodological foundations of singing for future teachers; information and computer technologies, including remote ones, aimed at teaching the art of singing in remote access and mastering the basics of sound amplification equipment by both future performers and music teachers; technologies that have a music therapy and healthcare effect. The methodological basis for technological culture formation of future music teachers in the process of vocal training features such scientific approaches as: culturological, technological, competence approach along with creative one. In order to effectively form the technological culture of future musical art teachers, the following elements have been determined: the structure of this phenomenon, which includes axiological-culturological, epistemological-emotional, technological and activity approaches as well as creative-professional one; their level of formation is determined by the identified criteria, in particular: value-axiological, cognitive-emotional, vocal-operational and creative-professional.

The study dwells upon the problem of technological competence of future music teachers, which is relevant to the current music and music-pedagogical education process in Ukraine and other countries. The objective of the article is to cover the results of the experimental research on methods of diagnosis and formation of future music teachers’ technological competence. As a matter of fact, with the purpose of studying the problem, the following scientific research methods have been applied: a set of theoretical, diagnostic, mathematical statistics methods. The essence of the concept of "technological competence" is revealed, which is an integral component of professional competence of a modern music teacher. The structure of the studied phenomenon is determined, which consists of the following components: axiological and cultural, epistemological and emotional; technological and operational; creative and professional. Moreover, the four groups of criteria are substantiated according: value-cultural, cognitive-emotional, technological-operational and creative-professional. Finally, a diagnostic experiment was carried out, in the process of which special diagnostic methods were used of the formative experiment lies in the gradual formation of the technological culture of future teachers-musicians according to the developed author's technique, which includes four pedagogical conditions and a set of interrelated methods.