Professional Training of Future Choreography Teachers in the Context of Their Pedagogical Beliefs Formation

In the context of reforming education, the problem of improving professional training of future teachers of choreography becomes especially urgent, since the success ofpedagogical activity depends on certain personal qualities, world view, level of culture and professional competence. Professional beliefs, being important structural components of the outlook of the future teacher, determine the attitude of young choreography pedagogue to pedagogical activities and to children. Formation of pedagogical beliefs plays an important role in the process of becoming a personality.For a graduate of a pedagogical university, the level of development of their pedagogical beliefs is an indicator and a prerequisite for their willingness for pedagogical activity. Thesource of pedagogical beliefs is not only the reflection of the person’s limited experience of professional activity, but also the experience of the society, which is a change ofconsciously based pedagogical knowledge. Pedagogical beliefs are cognitive and emotional attitudes of a teacher to knowledge as a true fact; a mental state characterized by persistent views, a belief in the correctness of their thoughts and feelings; a conscious need of a teacher that prompts them to act in accordance with their value orientations. The content of professional training of a choreography teacher as a person-mediated entity is the unity of three interrelated components: pedagogical, professional, and general cultural (aesthetic), which interpenetrate and interact with each other, forming the indivisible quality, which is inherent in an individual personality.The definite informative components make up professional beliefs of future choreography teacher, since one can believe in the truth of knowledge only by relying on pedagogical, professional and aesthetic knowledge of their unity. Professional knowledge, skills and abilities lose any significance to a teacher who does not believe in their legitimacy. The teacher perceives and evaluates new professional information through the prism of their pedagogical beliefs.