Comparison of concepts, structure and methods of music teacher training in China and Russia: reconstruction based on historical context and the curricular paradigm

from the perspective of comparative pedagogy, this article applies the five-component framework "concept – structure – goals – curriculum – methods" to systematically compare and logically reconstruct music teacher training in China and Russia. It is established that the Chinese approach emphasizes "ethical and aesthetic education (liyue) – synthesis of national and Western traditions – practice-oriented approach," while the Russian approach emphasizes "personal development – multi-level professonalization – a combination of individualization and practice". The exchange of historical experience stimulated China's transition from a discipline-centric model to a student-centered paradigm, which was accompanied by the integration of educational technologies. Three applied areas are proposed: restructuring modular courses based on a competency-based approach; developing a closed "microlesson – master class" cycle; and cointegrating national musical tradition and digital technologies to simultaneously enhance artistic culture and pedagogical competencies.

music teacher training, comparative education, Curricular paradigm, competence-based approach, Russia, China