Levels of media educator training for the implementation of educational practices: content and methodological aspect

The purpose of the research is to substantiate the content of the methodology for the tiered training of a media educator at a university to carry out educational practices. The article proposes an approach to solving the problem of overcoming the consumer cult formed by media technologies among schoolchildren and students. The authors of the article substantiate the choice of levels of training for future media educators and the sequence of mastering roles by them (observer, participant, accompanying person, designer, developer, diagnostician, leader) in order to form the professional skills of a teacher of additional education in the field of media communications (media educator), describe the methodology of tiered training of students to carry out the educational practice “How to educate a reader in the media environment?”, offer structural units for its description (planned results, methodological recommendations and comments, theoretical material for training, tasks and forms of training). The scientific novelty of the research lies in the fact that, firstly, the hierarchy of levels of media educator training is determined, and secondly, the methodology of educational practice on the topic “How to educate a reader in the media environment?” is described, the educational potential of which lies in the fact that it is aimed at introducing younger adolescents to reading through its popularization in the media space. As a result of the research, it was established that the formation of professional competencies of a media educator occurs in stages, according to the levels of training of students for the implementation of educational practices, in the process of mastering operational skills and social roles.