This article examines the content of the pedagogical process aimed at developing students’ creative competence in specialized and major subjects within music teacher education. The relevance of the study is determined by the growing importance of competence-based education, digital transformation, innovative teaching technologies, and the need to prepare future music teachers who can think creatively, design pedagogical processes, solve educational problems independently, and apply modern methods in professional practice. The study is based on theoretical analysis, pedagogical observation, questionnaire and test methods, interviews, experimental teaching elements, and qualitative interpretation of results. The article identifies the main components of creative competence, including motivational, cognitive, practical-activity, communicative, digital, and reflective components. It also analyzes pedagogical conditions that support creativity: encouraging students’ questions, strengthening their independence and responsibility, organizing independent creative activity, considering students’ interests, designing lessons through technological maps, and creating a collaborative educational environment. The results show that the systematic use of problem-based learning, project-based learning, interactive methods, ICT tools, reflective analysis, and technological lesson design increases students’ creative activity and strengthens their readiness for future pedagogical work. The article concludes that specialized and major subjects are an effective platform for developing creative competence in future music teachers when they are organized as student-centered, practice-oriented, innovative, and reflective pedagogical processes.
The Content of The Pedagogical Process Aimed at Developing Students’ Creative Competence in Specialized and Major Subjects
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