Professional competence as a key category of music education in China

the article is devoted to the theoretical understanding of professional competence as a key category of pedagogical science in the context of modernization of the education system of the People's Republic of China. The relevance of the study is due to the need to improve the quality of training of teaching staff in the context of globalization, digitalization and reforms of higher education. The competence-based approach is becoming the dominant direction in China's educational policy, aimed at the formation of highly qualified, flexible and innovatively thinking specialists. The paper considers various interpretations of the concept of "professional competence" presented in Russian and foreign pedagogical literature, and identifies common and distinctive features in approaches to defining this phenomenon. Particular attention is paid to the structure of professional competencies, including cognitive (knowledge), activity (abilities and skills), motivational-value and personal-reflexive components. The article emphasizes that professional competence is not a static characteristic, but develops throughout the entire professional activity of a teacher, starting from the period of study at a university. Based on theoretical analysis, the author identifies the specifics of the formation of professional competencies in the Chinese system of higher pedagogical education, taking into account national traditions, educational standards, modernization strategies, as well as the cultural and social context. A conclusion is made about the need for a systematic approach to the development of professional competence of future teachers in China as a condition for improving the efficiency and quality of education in general. The results of the study can be used in the development of educational programs and methodological recommendations for universities.

professional competence, teacher education, competence-based approach, higher education in China, competence structure, teacher training