A comparative study on the professional competence of music teachers
DOI:
https://doi.org/10.53468/mifyr.2026.6.3.37Keywords:
Professional competence of music teachers, Comparative research, Quality of music education.Abstract
Researchers have yet to identify any other activity that impacts child cognitive development to the same extent or in the same manner as music and arts education, highlighting the intrinsic value of music education. While the professional competence of music teachers exerts a direct influence on the quality of music education provided to children and adolescents, this competence remains inadequately defined within the Mongolian context. Consequently, there is a lack of standardized evaluation methodologies, criteria, and performance indicators. This article aims to define the professional competence of music teachers by exploring its underlying concepts, theoretical frameworks, structures, and assessment methodologies. By conducting a comparative analysis of international research findings, this study identifies and synthesizes the scope of professional competence, alongside the criteria and indicators essential for evaluating teacher proficiency. It was observed that a critical need exists for a more precise definition of the core components of music teacher competence.
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