THE CONCEPT OF PROFESSIONAL SKILLS OF MUSIC TEACHERS AND THEIR PEDAGOGICAL CHARACTERISTICS: INNOVATIVE SOLUTIONS BASED ON INTERNATIONAL EXPERIENCE

Abstract

This conceptual-analytical paper defines and systematizes the professional skills of school music teachers within a competency-based framework. Professional skills are interpreted as an integrated set of musical literacy (notation, rhythm, tonal relations, intervals, chords and basic harmonic functions), performing abilities (voice, ensemble work, piano/keyboard accompaniment and basic national-instrument practice), instructional design (outcome planning, repertoire selection, active methods and differentiation), psycho-pedagogical interaction (motivation, classroom climate, inclusion), and digital/media competence (audio/video recording and editing, digital portfolios, cloud-based music labs). Drawing on international policy and curriculum-related documents and practices (England, the U.S., Finland, and UNESCO), the paper argues for outcome architectures aligned with creating–performing–responding–connecting, expanded project-based learning, and transparent assessment via rubrics and portfolios. For Uzbekistan, an innovation package aligned with national priorities is proposed, with concrete implementation suggestions for modern school music education.