Convergent advanced training of educators

The research problem and the rationale for its relevance. This article discusses the convergent approach in additional professional education. Today information and communication technologies unite people, business, culture and other spheres of social life. Major interdisciplinary projects are being implemented. Analyzing global trends, experts predict technological innovations based on NBIC convergence. The interpenetration of nano-, bio-, cognitive-, and information-communication technologies ensures the creation of a qualitatively new NBIC-technology. For successful socialization in the modern world, a graduate must perceive a holistic picture of the environment and be able to interact productively with its components. Convergent education is actualized. The introduction of convergent approach to education forms the demand for professional development of teachers on this issue. The goal of the research is to justify the construction of convergent professional development for educators. Methodology. The study was based primarily on the concept of integration of scientific knowledge; the leading theories of formation of the worldview of students; principles of andragogy. Complex methods were used: comparative-historical analysis of the literature, study of pedagogical experience, modeling, observation, interview, online survey, statistical analysis of data. Results. A model of convergent professional development for teachers is constructed. Its key characteristics are substantiated. Basic competences are characterized: meta-disciplinary, ICT, universal learning activities. Convergent educational environment and PСIP-technology (synthesis of pedagogical, cognitive, information and psychological technologies) are described. The notions of “interdisciplinary links”, “meta-subjects” and “convergence” are distinguished. The prospective experience of general educational organizations in organizing convergent education is highlighted. The focus is on STEM learning. The results of convergent professional development were analyzed based on the results of online survey of students, observations and conversations. The scientific novelty of the results is that the model of convergent professional development of teachers was developed. Theoretical novelty consists in the description of the model, justification of its elements. Practical novelty is that the developed model was tested in practice and data showing its effectiveness were obtained. Conclusion. The high level of student satisfaction with convergent professional development, developmental and pedagogical effects substantiate the feasibility of introducing the convergent approach in the system of additional professional education for teaching staff.