Actual theoretical and methodological problems of advanced training of social studies teachers

The research problem and the rationale for its relevance. The axiological (value-based) approach is used to analyze current and debatable theoretical and methodological problems of professional development of social studies teachers and substantiate conceptual approaches to their solution. The problem of axiological literacy (competence) of teaching staff is brought to the forefront. The axiological literacy of a teacher is proposed to understand the individual's consistent ideas of values as the semantic foundations of human existence, setting the purposefulness and motivation of life and the harmonious development of society. The goal is to identify and analyze the key components of improving the system of continuous professional development of social studies teachers. A review of scientific research on various aspects of teaching social studies and related disciplines is given. The methodological basis of the study is the author's concept of the place and role of axiological issues in the overall structure of additional programs on social studies. The position according to which the system of training of necessary personnel in this subject is experiencing a kind of crisis is substantiated. In order to solve this crisis, a conceptual model for the construction of professional development programs in this field has been proposed. The gaps in the professional competencies of social studies teachers have been identified, which set new challenges for the teachers of professional development courses. The scientific novelty of the author's approach is associated with the foregrounding of the main goal of professional development courses for teachers of social studies: their students must have clear ideas of values and meanings that absorb on a consistent basis both scientific and spiritual knowledge about the world, man and society in their organic unity (holistic approach). The results of the study consist in revealing the essence of the author's approach to solving difficulties of content-methodological nature and logical errors, which are rooted in the educational practice and require their solution. The value and content aspects of human and social development, i.e. those directly related to the formation of fundamental attitudes, should be included in the programs of additional education, which are implemented in regional institutes of retraining and professional development of educators.