DIDACTIC MODEL OF TRAINING FUTURE TEACHERS FOR ORGANIZATION OF EXTRA-SCHOOL WORK

In the article, the authors present the didactic conditions for training future teachers to organize extracurricular work: the formation of motivational and value-based attitudes towards extracurricular work in future teachers; integration of theoretical and practical training; use of interactive and practice-oriented methods of training future teachers; development of reflective skills and self-assessment of professional activity; creation of conditions for independent creative activity; use of an interdisciplinary approach in the process of training for extracurricular work; orientation of future teachers to the digitalization of extracurricular work. A didactic model of training future teachers to organize extracurricular work is proposed, which consists of five interrelated components: target, content, operational-activity, control-reflective and effective components. Target component (determining the purpose of training future teachers to organize extracurricular work; forming professional competencies in the field of extracurricular education; developing students' motivation to work in an extracurricular environment; implementing didactic conditions for training future teachers to organize extracurricular work). The content component includes: theoretical training (topics, elective subjects, courses) and practical training (participation in the work of circles, sections, clubs as an assistant or leader; organizing extracurricular activities (competitions, excursions, festivals); interacting with extracurricular education institutions). The operational-activity component includes: teaching methods (project learning (development and implementation of extracurricular projects); practice-oriented learning (pedagogical practice in extracurricular institutions); interactive methods (trainings, master classes, business games); using digital technologies in organizing extracurricular work); didactic conditions for training future teachers to organize extracurricular work. The control-reflective component involves assessing the level of competence formation through: analysis of the results of pedagogical practice; conducting reflective classes, discussing experience; self-analysis and mutual evaluation of future teachers. The productive component characterizes: the level of formation of students' professional readiness; the ability to organize extracurricular activities in accordance with the needs of children; motivation for further self-education and improvement in the field of extracurricular work of the teacher.