All educational processes are continuous and dynamic by their nature due to constant changes in current demands of the societies to the content of education. All countries try to develop a unique educational system that is able to achieve comprehensive educational objectives. Under such conditions, the study of secondary education in France in the second half of the 19th – early 20th century is relevant for pedagogical science. The choice of this historical period is due to the significant rise of French schooling due to political, economic and cultural changes. The research methodology involved: bibliographic search, comparative analysis, systematization and theoretical generalization. The article analyses the peculiarities of the development of secondary education in France in the second half of the 19th – early 20th centuries). The analysis of educational reforms of the studied period is carried out. The main socio-economic and political factors influencing the state and functioning of secondary education in France are considered. Regularities of structuring curricula for secondary schools in France are singled out.

У системі вищої освіти України спостерігається тенденція зростання кількості здобувачів освіти із порушеннями розвитку, що визначає необхідність нагального вирішення проблеми підготовки педагогів до роботи в умовах інклюзії, адже викладачі без спеціальної підготовки і сформованої готовності до реалізації інклюзивної освіти, на жаль, не в змозі адекватно сприймати здобувача освіти з особливими освітніми потребами. До педагогічних кадрів різних спеціальностей висуваються особливі вимоги щодо наявності та мобілізації спеціальних знань, умінь та навичок організації, реалізації, а також організаційно-методичного забезпечення інклюзивного навчального процесу. Педагогічні працівники освітньої установи повинні знати основи корекційної педагогіки та спеціальної психології, мати чітке уявлення про особливості психофізичного розвитку здобувачів освіти з обмеженими можливостями здоров’я, про методики та технології організації освітнього та реабілітаційного процесу таких студентів. Професійно-особистісна готовність педагога до роботи зі здобувачами освіти з особливими освітніми потребами в рамках інклюзивної освіти передбачає, насамперед, певний рівень сформованості інклюзивної компетентності, як складової його професійної компетентності. Реалізація ідей інклюзивного навчання також актуалізує проблему розвитку цілого комплексу якостей, що ґрунтуються на особистісних ресурсах викладача, зокрема: певний рівень емоційного інтелекту; емпатійність; самовладання та саморегуляція; фізична та емоційна витривалість; гнучкість, рухливість та культура професійного мислення. Важливого значення в умовах інклюзивної освіти набувають установки співробітництва, гуманістичної орієнтації педагога, ціннісне ставлення до підтримуючих моделей спілкування, толерантності. Правильна організація навчально-виховного процесу, виважене вибудовування педагогічних дій, використання педагогічних інновацій стане запорукою успішної реалізації ідей інклюзивного навчання у ЗВО.

Under today’s conditions the system of higher education should gradually but steadily move from the transfer of information to managing educational and cognitive activities of students, to forming their skills of creative independent work. This problem is especially topical for students of artistic specialties, in particular, music students. Their independent work actively influences the nature and quality of educational process throughout the whole period of instruction, underlies artistic education and is an important part of training process. Based on the above, there is a need to reorient the educational process so that professional development of future specialists would be primarily aimed at forming the skills of independent work. The effectiveness of independent work directly depends on the methodology of its organization. It should organically continue classroom work. From the standpoint of management approach to the organization of students’ independent work we understand this category as a purposeful activity of the teacher, ensuring the effective functioning of educational process and development of professional skills of students as the objects of management. The technology of carrying out independent work by the student-musician largely depends on his/her performing skills, as well as command of methods of working on a musical work and methods of processing scientific and scientific-pedagogical sources. The teacher determines the type of independent work (for example, learning musical works of educational or children’s repertoire, scales, etudes, etc.), which is performed by the student, as well as where and how he/she reports on completing tasks for independent work. The system of independent classes should also cover other types of educational performance activities, namely: reading music at sight, transposing, creating variants of artistic interpretation, artistic-pedagogical and performance analysis of musical works, etc. Each of the listed activities has its own specificity and therefore presupposes appropriate forms and methods of independent work. Thus, the effective training of students of artistic specialties should be aimed at forming their ability to independent creative activity, which should become one of the strategic directions of building a qualitatively new system of training.

The paper highlights the main mechanisms designed to contribute to the effective process of forming the professional culture of future music teachers in the course of instrumental and performing training. The need to raise the level of the future teacher’s professional culture is substantiated. The abovementioned need is stipulated by the growing requirements for general cultural training of secondary school students, as well as the change of general educational paradigms, which fix the transition from mass-reproductive forms and methods of teaching to individual-creative ones. The professional culture of the music teacher is defined as a complex integrative personality formation, considered in the unity of musical and pedagogical components, which reflects his/her professional and personal qualities. The concept of “professional culture of the future music teacher” is considered through the lens of musical and pedagogical activity and its results. The peculiarities of the functioning of the studied phenomenon in the educational process at the general cultural level are revealed, where it acts as a factor that ensures the teacher’s cultural activity and his/her students; on the general pedagogical, which is determined by the requirements of the profession; and at the music-pedagogical level, which reflects the specifics of the music teacher’s professional activity. It is determined that the indicator of the level of the studied culture is the quality of the aforesaid activity, and the professional culture as such, reflected in the music teacher’s activity, acts as a measure of the development of his/her creative forces and abilities necessary for the selected professional sphere. It is substantiated that forming future music teachers’ professional culture is the most effective in the course of instrumental and performing training. The pedagogical conditions of forming the professional culture of future music teachers are characterized, namely: actualization of the cultural and educational potential ofinstrumental and performing training; future teachers’ mastering the skills of musical and pedagogical communication; educational and methodological support for forming the professional culture of future music teachers in the course of instrumental and performing training.

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