Education, Society and Human Studies 
ISSN 2690-3679 (Print) ISSN 2690-3687 (Online) 

Vol. 5, No. 1, 2024 
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11 

Original Paper 

Component-structural Model of Formation of Scientific 

Competence of Future Teachers of Choreography in the Process 

of Professional Training 
Volodymyr Cherkasov1* 

1 Department of Musical Art of the Communal Institution of Higher Education “Academy of Culture and 

Arts” of the Transcarpathian Regional Council, Uzhgorod city, Ukraine 
* Volodymyr Cherkasov Department of Musical Art of the Communal Institution of Higher Education 

“Academy of Culture and Arts” of the Transcarpathian Regional Council, Uzhgorod city, Ukraine 

 

Received: January 22, 2024       Accepted: February 14, 2024      Online Published: March 1, 2024 

doi:10.22158/eshs.v5n1p11                       URL: http://dx.doi.org/10.22158/eshs.v5n1p11 

 

Abstract 

In the article, the author investigated the essence of the definitions of “model”, “scientific 

competence”, “professional training”, theoretically justified, implemented and experimentally tested 

the model of the formation of scientific competence of future choreography teachers in the process of 

professional training. It is proved that the formation of scientific competence of future teachers of 

choreography is possible under appropriate conditions, which include principles, approaches, content, 

forms, methods, means, technologies, criteria, levels, and pedagogical conditions aimed at increasing 

the level of effectiveness of the formation of the specified phenomenon. The model of the formation of 

the scientific competence of future teachers of choreographic disciplines in the process of professional 

training should be considered as a sample concept. 

Keywords 

model, scientific competence, professional training 
 

1. Justification of the Relevance of the Problem and Analysis of the Latest Research 

Modern realities of Ukrainian society require close attention to the issues of formation of scientific 

competence of future teachers of choreography in the process of professional training. A modern 

graduate of a higher educational institution of artistic direction should be competent in the field of 

scientific research methodology, possess the method of organizing research work in the field of 

choreographic art, be able to create artistic and stage compositions in certain areas of choreographic art. 



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According to this approach, the substantiation of the component-structural model of the formation of 

scientific competence of future teachers of choreographic disciplines in the process of professional 

training is relevant and timely. 

Analysis of recent research and publications. The analysis of the sources of pedagogical and artistic 

direction proves that domestic and foreign scientists, including: V. Adolf, I. Beh, R. Bogdanova, V. 

Bolotov, V. Bondar, O. Honcharuk, I. Zimnia, I. Zyazyun, Ya. Kodlyuk, M. Kolomiets, A. Kochetov, V. 

Kryzhko, V. Krychevskyi, N. Kuzmina, O. Lebedev, A. Markova, O. Ovcharuk, O. Oleksyuk, O. 

Oleinikova, N. Sergienko, S Skvortsova, V. Slastyonin, V. Strelnikov, N. Petrikova, L. Horuzha, A. 

Khutorskyi, various issues of the competence approach, professional and pedagogical training, formation 

of various types of competences of teachers of various specialties have been largely investigated and 

revealed. The topic of our scientific research largely complements the research of the named authors, 

makes it possible to understand the peculiarities of the formation of scientific competence of future 

teachers of choreography in general educational institutions and extracurricular institutions of artistic and 

aesthetic direction. 

Based on the stated issues, the purpose of the article is to substantiate the component-structural model of 

the formation of scientific competence of future teachers of choreography in the process of professional 

training. 

 

2. Presentation of the Main Research Material 

2.1 Definition of the Key Concepts of the Study 

The justification of the component-structural model of the formation of the scientific competence of 

future choreography teachers in the process of professional training enables clarification of the main 

definitions of the study, namely: “model”, “scientific competence”, “professional training”. 

Regarding the first definition, “modulus” in Latin means measure, sample, analogue. From a 

philosophical point of view, this is a system, the study of which is a means of obtaining information about 

another system, a representation of any real process, phenomenon or concept. 

Investigating the meaning of the phenomenon “scientific competence”, it is worth noting that in the 

scientific environment there are different points of view regarding the interpretation of this phenomenon. 

First of all, it should be emphasized that in translation from Latin “competens” means responsibility and 

ability, that is, a range of issues with which a person is well-versed, has certain knowledge and 

experience. 

The scientific competence of a choreography teacher is, in our opinion, a personal quality of a teacher 

who knows the methodology of scientific and pedagogical research, has knowledge and experience in the 

field of organization and conducting scientific research in certain areas of choreographic education. 

And, in the end, as regards professional training, it is right to consider mastering by students of higher 

educational institutions of the art direction the content of professionally oriented disciplines and the 



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basics of scientific research, as well as the participation of students in the work of scientific circles and 

problem groups, the preparation of diploma and master’s theses, participation in the work of student 

scientific and practical conferences of various levels. 

The component-structural model of the formation of the scientific competence of future teachers of 

choreographic disciplines in the process of professional training should be considered as a sample of the 

concept, which contains structural components that reproduce its essence as a scientific system that 

enables the formation of a new pedagogical phenomenon and consists of certain blocks, among which: 

methodological-targeted, content-procedural and evaluation-resultative. 

2.2 Methodologically-targeted Block 

The goal, approaches and principles that provide the methodological basis of the proposed concept, 

which allows systematizing the entire amount of scientific knowledge and creating conditions for the 

development of further, effective directions of research in the field of choreographic education and the 

formation of scientific competence of future teachers of choreography, are defined within the 

methodological-target block. The main task of the methodology of scientific knowledge in the field of 

choreographic education is the synthesis of accumulated scientific knowledge, which allows to ensure 

the use of the achievements of the development of science for practical purposes. 

2.3 Content-procedural Block 

The content-procedural block of the constructive-structural model includes subjects of scientific activity, 

namely: teacher, student, respondents, who participate in research and experimental work aimed at 

improving the content of educational disciplines, among which: “Methodology of scientific research”, 

“Fundamentals of scientific research in the field of choreography”, “Theory and methodology of 

choreographic education”, “History of choreographic art”, “The art of the ballet master”, “Folk costume 

and stage decoration of dance”, “Directing of spectacular events”, “Working with an amateur 

choreographic team”, “Theory and Methodology of Historical and Household Dance”, “Theory and 

Methodology of Classical Dance”, “Theory and Methodology of Folk Stage Dance”, “Theory and 

Methodology of Modern Ballroom Dance”, “Theory and Methodology of Ukrainian Folk Dance”, 

“Theory and Methodology of modern pop dance”. In addition, forms of work, such as: lectures using 

modern interactive technologies, training in the context of the rehearsal process, individual work with 

soloists, independent work on practicing exercises in the support, in the middle of the hall, on the 

gymnastic deck, participation in international and all-Ukrainian scientific -practical conferences, 

discussion of the results of scientific research in the form of round tables and seminars, participation in 

master classes, concert performances of various levels, participation in international and all-Ukrainian 

festivals, Olympiads and competitions. 

The content-procedural block includes methods of scientific knowledge. Among the methods of the 

empirical level of research, it is worth mentioning methods, among which: analysis of the content of 

pedagogical documentation and results of activities, choreographic and performing practice, an 



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experiment in the implementation of modern concepts and new programs for the artistic and aesthetic 

education of young people, the introduction of this or that educational material or new dance 

compositions, innovative approaches to the interpretation of works of choreographic art. In addition, it is 

a method of pedagogical observation, conversation, interview, questionnaire, rating and self-evaluation, 

pedagogical council, written and oral survey, diagnosis of control works, pedagogical experiment, 

content analysis, generalization of pedagogical experience, expert assessment, sociometry, testing. 

The second group of theoretical methods is related to the experimental verification of new creative 

projects, the solution of integrated tasks, abstraction when characterizing the stage-art image, the creation 

of improvisations in certain genres of choreographic art. This is an analytical method, deductive, 

inductive, diachronic (periodization), modeling (physical, statistical (Monte Carlo method), 

mathematical), construction of idealized objects (idealization), comparison, abstraction and 

concretization, historical and logical interpretation of facts, monographic method, analysis and synthesis, 

quantitative and qualitative methods, classification, mental (imaginary) experiment, generalization of the 

studied material, systematic analysis, logical, chronological (historical). 

The content-procedural block of the component-structural model of the formation of scientific 

competence of future choreography teachers includes teaching aids that enable the effective assimilation 

of educational material necessary for the implementation of educational and professional activities 

within the limits of this or that educational institution. To achieve high performance in education, it is 

advisable to use the movements of classical, folk and modern ballroom dance, as well as plastic 

movements. In addition, rhythmics, which teaches the ability to coordinate one’s movements with music, 

is also important, as well as pantomime, which is an integral part of developing the expressiveness of 

movements. In addition to the above, specific groups of movements, such as acrobatic, semi-acrobatic, 

elements of the sports-gymnastic style, which include constructions, reconstructions, applied and general 

developmental exercises. The effectiveness of performing these movements depends on the correct 

execution technique, which can be achieved by applying exercises that control the work of the necessary 

muscle groups. 

It is quite clear that an important place among the means of learning is given to the means of intellectual 

and psychological influence of the educational environment, in which the formation and development of 

the future teacher of choreography and the formation of his general human and artistic-aesthetic values 

take place. In addition, compliance with hygienic factors, overcoming emotional tension during concert 

performances, removing negative emotions during stressful situations, achieving harmony and emotional 

balance in the formation of stage performance skills. 

Educational and teaching-methodical aids, textbooks, electronic teaching aids, special literature, means 

of information and control, multimedia presentations are also included in the means of forming the 

scientific competence of future choreography teachers. photo, film and video materials, as well as 

various types of activities that contribute to solving the tasks of scientific research programs in the 



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process of professional training, namely: educational and cognitive, educational and practical and 

independent activities within scientific circles and problem groups. 

However, we should not forget about the arrangement of the necessary material and technical base, the 

availability of rehearsal halls equipped according to the requirements of professional training. In addition, 

providing the participants of theatrical performances with costumes, shoes and decorations, which are a 

necessary condition for staging certain concert programs and individual dance numbers. 

The fact that the beginning of the 21st century is characterized by the modernization of art education, the 

use of new interactive choreographic-pedagogical technologies and innovative teaching methods is 

undeniable. Interactive choreographic-pedagogical technologies represent an integrative process that 

accumulates knowledge, forms, methods and means of learning in the field of choreographic education, 

aimed at the professional-pedagogical formation of future teachers of choreographic art and the 

formation of stage-performance competencies and the development of interpretive-intellectual qualities 

of the individual. 

It is an undeniable fact that the use of innovative methods in the choreographic-pedagogical field is due 

to the emergence of new trends in choreographic art, the use of modern computer technologies and 

computer programs in the staging of concert numbers, and the introduction of synergistic approaches to 

the interpretation of the artistic and figurative content of choreographic compositions. 

The analysis of scientific literature proves that innovative methods of choreographic training should be 

classified according to the following characteristics: a source of obtaining information aimed at the 

formation of choreographic culture; the logic of the organization of artistic-aesthetic and 

choreographic-cognitive activity; the level of emotional influence on the individual’s consciousness. The 

essence of the proposed classification of innovative methods of choreographic education is to adjust the 

educational process under the conditions of constant and active interaction between the teacher and the 

student during the solution of topical issues aimed at the professional and pedagogical training of future 

teachers of choreography. 

2.4 Assessment and Result Block 

The evaluation-resultative block of the constructive-structural model of the formation of scientific 

competence of future teachers of choreography contains criteria, levels and certifies the final result of 

the formation of the studied phenomenon. Among the criteria, it is expedient to highlight the 

motivational-valuable, cognitive-intellectual and practical-active ones. The motivational and value 

criterion involves the formation of future choreography teachers’ interest in scientific and research 

activities, the need to create new choreographic compositions based on ethnographic material, and a 

valuable attitude to the traditions and culture of various peoples of the world. In the process of research 

activity, students develop universal human values that have a positive effect on the effectiveness of 

scientific activity and the formation of scientific competences. The cognitive-intellectual criterion 

includes indicators necessary for the implementation of scientific and research activities, namely: the 



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development of creative and methodical thinking, creativity, flexibility of mental actions, fluency in the 

processes of synthesis, generalization, and systematization of scientific material. In addition, the 

general intellectual development, worldview, outlook and practical experience of the researcher is 

considered an important indicator. The practical-activity criterion is characterized by the ability to use 

scientific knowledge in the organization and conduct of experimental research, inclusion of the 

researcher in the real situation of scientific research, verification of scientific research methods in 

practice, selection and processing of experimental results, generalization of primary source material. 

An important component is self-analysis and self-monitoring of the results of research activities. 

 

3. Levels of Formation of Scientific Competence of Future Choreography Teachers in the Process 

of Professional Training 

Determining the levels of formation of scientific competence deserves special attention. Practice proves 

that, according to the criteria, it is worth distinguishing three levels of formation of scientific 

competence of future teachers of choreography, namely: high, medium and low. With such an approach, 

it is very valuable to justify each one according to the defined criteria. 

3.1 Motivational and Value Criterion 

First of all, as regards the motivational-value criterion, a high level is characterized by full awareness 

of motivational-value qualities regarding the formation of scientific competence; persistent cognitive 

interest; constant striving to increase the level of motivational and valuable qualities regarding the 

formation of scientific competence, self-improvement and self-development; a positive attitude towards 

the formation of scientific competence; ability to make decisions, readiness to bear responsibility for 

results in research work. The average level is characterized by the partial formation of motivational and 

value qualities regarding the formation of scientific competence; incomplete awareness of motivational 

and value qualities; unstable cognitive interest in the formation of scientific competence; striving to 

increase the level of motivational and value qualities; situational manifestation of professional 

competence, self-improvement and self-development; contradictory attitude to the formation of 

scientific competence; striving for decision-making, sporadic readiness to bear responsibility for results 

in research work. The low level is characterized by insufficient formation of motivational and value 

qualities regarding the formation of scientific competence; insufficient awareness of motivational and 

value qualities; weak cognitive interest in increasing the level of motivational and value qualities, 

self-improvement and self-development; lack of interest in the formation of scientific competence; 

unwillingness to bear responsibility for the results of research work. 

3.2 Cognitive-intellectual Criterion 

As for the cognitive-intellectual criterion, its high level is characterized by the presence of stable, 

systematized knowledge on the organization and conduct of research work; full understanding of the 

need to apply scientific knowledge in the process of organizing and conducting research activities; full 



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knowledge of the content, methods and ways of organizing and conducting research work. The average 

level is characterized by incomplete orientation in the goals and objectives of the organization and the 

conduct of research work; availability of partially systematized scientifically important knowledge; 

insufficiently deep understanding of the need to apply scientific knowledge in the process of organizing 

and conducting research work; incomplete familiarity with the content, methods and ways of 

organizing and conducting research and experimental work. The low level is characterized by a weak 

orientation in the goals and tasks of the organization and the conduct of research work; the superficial, 

unstable and unsystematized nature of the application of scientific knowledge in the process of 

organizing and conducting research activities; superficial familiarity with the content, methods and 

ways of organizing and conducting research work. 

3.3 Practical and Operational Criterion 

Practical and operational criterion. A high level is characterized by sufficiently formed scientific 

competence; accuracy of scientific research work; independent reproduction of a certain sequence or 

system of actions in typical and atypical search situations; fully formed skills to carry out self-control 

and self-analysis of scientific and research activities; the ability to independently organize and plan 

research work; adequate self-assessment of the level of formation of one’s own scientific competence. 

The average level is characterized by the partial formation of scientific competence; insufficiently 

accurate performance of research work; independent reproduction of a certain sequence or system of 

actions in typical search situations; partially formed skills to carry out self-control and self-analysis of 

scientific and research activities; limited ability to independently organize and plan research work; not 

always an adequate self-assessment of the level of formation of one’s own scientific competence. A 

sufficient level is characterized by insufficiently formed scientific competence; inaccuracy in the 

performance of research work; reproduction of a certain gradualness or system of actions with the help 

of a teacher; lack of experience in research activity; unformed ability to self-monitor and self-analyze 

research activities; lack of skills of independent organization and planning of research work; inadequate 

self-assessment of the level of formation of one’s own scientific competence. 

The introduction of the proposed model will ensure the achievement of a high level of formation of the 

scientific competence of future teachers of choreography. In addition, the effectiveness of the formation 

of scientific competence makes it possible to define and introduce the appropriate organizational and 

pedagogical conditions, among which it is appropriate to highlight the following: creation of a creative 

educational environment; formation of the idea of choreographic art as a social phenomenon, 

awareness that genres and forms of choreographic art change along with society, its moral, ethical and 

aesthetic values; stimulation of sustained interest and positive motivation for research activities. 

 

4. Research Conclusions and Prospects for Further Development 

In view of what has been said and taking into account the insufficient development of the mentioned 



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issues, it is worth emphasizing that the formation of scientific competence of future choreography 

teachers is possible under appropriate conditions, which include principles, approaches, content, forms, 

methods, means, technologies, criteria, levels, and pedagogical conditions , aimed at increasing the 

level of effectiveness of the formation of the specified phenomenon. Prospects for further scientific 

research may be related to the formation of scientific competence at the highest level, the preparation 

and writing of qualification papers on certain directions of the development of choreographic art and 

the methodology of teaching choreography in general educational institutions and out-of-school 

institutions of aesthetic orientation. 

 

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scientific school: a teaching manual.  

Sherkasov, V. F. (2017). Fundamentals of scientific research in the musical-educational field. 

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