PROFESSIONAL TRAINING OF ORCHESTRAL WIND INSTRUMENT PERFORMERS IS A PHENOMENON, BUT THERE IS NO CONCEPT

Abstract

The article is devoted to the analysis of contradictions in the conceptual and terminological framework of regulatory legal documents regulating the implementation of higher education programs. Recently, these contradictions have provoked frankly dead-end situations in the educational process and have become determinants of distortions in the thesaurus of scientific and pedagogical research. The concept of “professional training” is being studied in detail, as it was not included in Article 2 of the “Basic Concepts” used in the latest version of the Federal Law “On Education in the Russian Federation,” which has sparked debates among educational researchers about the legitimacy of using this term in scientific papers on the professional education of orchestral brass instrument players. The author substantiates his position, according to which the term “vocational training” is more consistent with the knowledge-based paradigm of education, while the competence-based approach is essentially focused on the professional training of specialists for specific types of professional activity. In his opinion, vocational training and practical training are part of the structure of professional training, which in turn is a structural element of “vocational education.”