Museum pedagogy: technology of additional professional education and additional pedagogical profession

The research problem and the rationale for its relevance. Modern pedagogical education tends to be continuous, combining all the main stages: vocational training, advanced training and retraining, additional adult education. Museum pedagogy has recently appeared in the spectrum of technologies for professional pedagogical education and interest in it is growing. The study of the theory and practice of museum pedagogy as a technology of professional pedagogical education, including continuous education, attracts more and more researchers. The goal of research. Description of the main components of museum pedagogy as a technology of continuous pedagogical vocational education, the construction of its model, the allocation of an invariant “core” for the main stages of lifelong education and the features of implementation at each of them is the purpose of the study. Methodology. This article is one of a series of articles on museum pedagogy as a technology of vocational education. The authors in their work relied on the ideas of B. A. Stolyarov and M. Yu. Yukhnevich and the general scheme for describing educational technology by G.K. Selevko built a model of museum pedagogy as a technology of vocational education. The study of the results of approbation of the proposed model was carried out using the method of expert assessments and the method of self-assessment, longitudinal observation, analysis of the products of activity (reflective reports, materials prepared for the exposition and excursion), questioning. Results. Scientific novelty - a model of museum pedagogy as a technology of vocational education has been developed. Theoretical novelty - the model of museum pedagogy is described as a technology of vocational education according to the model of description of educational technology and the characteristics of the algorithm are given. Practical novelty - the developed model has been tested in practice and empirical results have been obtained showing the dynamics of the formation of the competencies of listeners at the stages of professional training and advanced training.