Organizational-pedagogical conditions for the formation of metasubject competences of teachers in the system of advanced training

Problem and purpose. The article examines the main positions that require updating the content and methods of the teacher’s advanced training in accordance with the requirements of normative legal documents aimed at developing the metasubject competence of the teacher. The purpose of the article is to identify and justify the urgency of developing the necessary organizational and pedagogical conditions for the formation of the metasubject competence of the teacher. The research methodologyis the analysis and generalization of normative and legal documents in the education system and additional vocational education, research works of domestic scientists, international studies and the experience of training teachers in the context of advanced training. Results. The article considers the process of the teacher’s advanced training as a condition for achieving a new quality of education and brings up to date relevant problems of the need to develop and implement the metasubject content in the process of advanced training and the need to develop the metasubject competence in teachers of science. The development of the metasubject content of advanced training is justified by the results of a study of the identification of teachers’ educational needs and expectations. Proceeding from the ideological positions of FSES developers, universal learning actions (ULA) and interdisciplinary notions are indicators of the formation of metasubject educational results, which act as the invariant basis of the educational and upbringing process. Conclusion. The new level of the teacher’s professional competence, set in the requirements of the federal state educational standard and the professional standard “Teacher”, presupposes the relevant knowledge and qualifications of the teacher necessary for the implementation of practices, the formation of such educational results as subject, metasubject and personal ones. The development of the teacher’s metasubject competence and new professional qualities in the field of the subject training of schoolchildren during advanced training is important.