RESOURCE-ORIENTED METHODS OF TRAINING FUTURE TEACHERS FOR ORGANIZING EXTRA-SCHOOL WORK

The relevance of research on resource-oriented methods in the training of future teachers is due to several factors. First, the role of the teacher is being transformed: from a translator of knowledge, he is turning into a facilitator of development, coordinator of the educational environment, motivator and mentor. This requires a high level of pedagogical flexibility and willingness to work in open, interdisciplinary and practically oriented formats. Second, the educational policy of Ukraine, in particular the updated Law "On Education" and the Concept "New Ukrainian School", emphasize the need to update the content of teacher training with a focus on practical components and a competency-based approach. Extra-school work is an area where the organizational, creative and communicative qualities of a teacher are most fully manifested. However, an analysis of modern educational programs of pedagogical universities indicates an insufficient number of content modules that would systematically prepare students for the organization of educational and extracurricular activities using resource-oriented methods. The article describes resource-oriented methods of training future teachers to organize extra-school work: the methodology of project-based learning with support for local resources, the methodology of portfolio support (portfolio), the methodology of training in modeling extracurricular interaction, the methodology of reflective-analytical case analysis, and the methodology of mentoring and pedagogical coaching. The methodology of project-based learning with support for local resources is aimed at developing students' skills in organizing extracurricular activities through the implementation of projects that take into account the resources of the community, educational environment, and culture. The methodology of portfolio support (portfolio) provides for the accumulation, analysis, and reflection of personal achievements in the field of extracurricular activities. The methodology of training in modeling extracurricular interaction focuses on conducting interactive classes aimed at modeling real situations of extracurricular pedagogy. The methodology of reflective-analytical case analysis involves working with cases that simulate complex pedagogical situations in the extracurricular environment. The methodology of mentoring and pedagogical coaching ensures the involvement of experienced teachers in individual support of future teachers in the process of preparing for extra-school work.