The article examines modern approaches to organizing the pedagogical practice of future music teachers, with a focus on the cluster model. Based on the analysis of theoretical sources and the results of empirical research, the advantages and limitations of traditional forms of practice are revealed, and the effectiveness of the cluster model is substantiated as an innovative tool for developing professional competence. Examples of project-based and digital practice are presented, along with recommendations for implementing the model within the music-pedagogical education system.  

Primary education, methodological skills, teacher

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