ОРГАНИЗАЦИОННО-ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ФОРМИРОВАНИЯ МЕТАПРЕДМЕТНЫХ КОМПЕТЕНЦИЙ У БУДУЩИХ ПЕДАГОГОВ СИСТЕМЫ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ

Abstract

The article is devoted to the problem of formation of metasubject competences among teachers of the system of additional education for children (DOD). The relevance of this topic is due to the rapid development of the field of preschool education as an integral part of the system of continuous education, where the key role is played by the teaching staff. The results of a pilot study of the level of formation of metasubject competencies among pedagogical workers of the system of additional education for children (198 people) revealed the problem of mastering the most important of them such as information, research, communicative, organizational and managerial and competencies of self-organization and self-development. These and many other metasubject competencies need to be formed in the process of teaching future teachers of the system of additional education for children, as well as in the process of their further professional development. In this work, the author reveals the essence and structure of the metasubject competencies of a teacher of educational institutions, which were identified as a result of a theoretical and practical analysis of the features of the modern system of educational institutions, requirements for the «teacher of educational institutions» profession and the specifics of his pedagogical activity. The metasubject competences included information, research, communication, organizational and management, and the competence of self-organization and self-development. The article indicates that the effectiveness of the process of forming metasubject competencies is determined by a complex of organizational and pedagogical conditions: intradisciplinary, interdisciplinary and transdisciplinary integration of professional development and training of teachers. The description of these conditions, their main content is presented. The author describes the main results of the study, stating the problems and deficiencies in the formation of metasubject competencies among future teachers. Among all the studied competencies, only the informational one turned out to be at an advanced level, research, communication, organizational and managerial and the competence of self-organization and self-development are at the initial level. After the experimental work, having realized the organizational and pedagogical conditions, a positive dynamics in the formation of competencies was shown, the respondents reached a high level. The conclusions stated in the article can be useful for managers and teaching staff of institutions of higher and nonuniversity professional education, for general educational organizations, organizations of additional education for children, as well as for institutions of additional professional education (advanced training).