Abstract
The modern system for training dance teachers is evolving against a backdrop of constantly evolving educational technologies, changing labour market demands and the expanding professional roles of specialists in the creative fields. In this context, professional success is determined not only by the level of specialist training, but also by a graduate’s ability to adapt to new professional challenges, master various types of activity and work effectively within a changing educational and cultural environment. This ability depends largely on the development of professional competences, which are not merely a collection of individual pieces of knowledge and skills, but rather the integrative foundation for the future specialist’s professional mobility. The aim of this study is to provide a theoretical basis for, and to experimentally test, a model for the development of professional mobility among future choreographers, based on the development of professional competences during their university training. The study was conducted using a quasi-experimental design combining quantitative and qualitative methods of analysis. To assess the dynamics of the development of professional mobility, the following methods were employed: questionnaires, pedagogical observation, expert assessment, and analysis of learning outcomes, test tasks and methods of statistical analysis of the results. The development of professional mobility was examined through the development of the motivational-value, cognitive, activity-based and reflective components of professional competence. The results obtained indicate that the systematic development of professional competences leads to a statistically significant improvement in students’ readiness for professional adaptation, the adoption of innovative teaching methods, the fulfilment of various professional roles, and the ability to make independent decisions in non-standard professional situations. The most pronounced changes were identified in the development of professional motivation, pedagogical flexibility, communicative interaction and the ability to reflectively analyse one’s own activities. The scientific novelty of this study lies in establishing professional competences as the systemic foundation for the development of professional mobility among future choreographers, and in developing a structural-functional model that integrates the content of training, pedagogical conditions and mechanisms for assessing outcomes. The practical significance of this work lies in the potential for the proposed model to be used in the modernisation of educational programmes for training choreography teachers and specialists in the field of arts education.