Problems of Forming Professional Competencies of Art Teachers in the Context of Modern Pedagogical Requirements

Abstract

Background and Purpose: Current educational reforms and changing societal needs have increased the urgency of improving visual arts instruction. The effectiveness of this process depends largely on the professional competencies of art teachers and their ability to meet modern pedagogical requirements. This study examines the existing level of art teachers’ competencies, identifies key challenges, and proposes effective models and strategies for their development. The article also reviews teacher preparation standards, pedagogical innovations, and international practices in arts education.

Methodology: A mixed-methods design was used. Quantitative data were gathered through a nationwide survey evaluating teachers’ professional knowledge, skills, and methodological readiness. Qualitative insights were obtained through interviews with experts, education managers, and experienced teachers. Data were analyzed using statistical tools and thematic analysis.

Key Findings: Results reveal that many teachers lack adequate digital skills and competencies in inclusive teaching—both of which are essential in contemporary classrooms. The study confirms the need for continuous professional development programs that emphasize active learning, interdisciplinary integration, and mentorship-driven training.

Significance: The findings offer practical guidance for institutions involved in teacher training and professional development. This study contributes to the advancement of competency-based approaches and supports the overall improvement of arts education.