The article considers the issue related to preservice vocal teachers’ ethnocultural competence formation that takes place in professional training. Based on the research analysis, the concepts of “model” and “simulation” have been interpreted. A structural and functional model meant to develop preservice vocal teachers’ ethnocultural competence has been presented. It consists of seven blocks: a target block (goal), a normative block (standards, legislative norms, educational curricula, a theoretical and methodological block (approaches and principles), a technological (material and technical support, facilities), a content-operational block (content, methods, techniques, means); an organizational-functional block (stages, functions and pedagogical conditions), an evaluation-resultative block (components, criteria, levels, indicators) and a result block (outcomes). The content of each block explains and clarifies the modeled process. The proposed blocks in the model correspond to the goals and content of the professional training for master’s students who major in Music Art at higher education institution. The model makes it possible to achieve the necessary level of ethnocultural competence in the preservice vocal teachers. The efficiency of the modeled teaching and learning process aimed at developing preservice vocal teachers’ ethnocultural competence when the students are being professionally trained has been monitored through the system of feedbacks. It has been theoretically substantiated, that the model allows to monitor constantly and, if necessary, make adjustments to teaching preservice vocal teachers at a higher education institution. The expectation of achieving the goal emphasizes that no matter what level of ethnocultural competence the master’s students reach, the implementation of the structural and functional model is that preservice vocal teachers have acquired ethnocultural competence while being trained at higher education institution.

У статті досліджено проблему формування етнокультурної компетентності майбутнього викладача вокалу в процесі фахової підготовки. На основі аналізу наукових джерел витлумачено сутність понять “модель” і “моделювання”. Представлено структурно-функційну модель формування ЕКК майбутнього викладача вокалу, що складається із восьми блоків: цільовий (мета); нормативний (стандарти, законодавчі норми, освітні програми); теоретико-методологічний (підходи та принципи); технологічний (матеріально-технічне забезпечення); змістово-операційний (зміст, методи, форми, засоби); організаційно-функційний (етапи, функції, педагогічні умови); оцінно-результативний (компоненти, критерії, рівні, показники); результативний (відповідно до мети).