MODEL OF THE METHODOLOGY FOR DEVELOPING SOCIAL COMPETENCE OF TEACHERS TO WORK WITH LEARNERS IN DIFFICULT LIFE CIRCUMSTANCES IN THE PROCESS OF ADVANCED TRAINING

Purpose. The article is devoted to the scientific substantiation and development of a model of methodology for developing social competence of teachers to work with learners in difficult life circumstances in the process of advanced training, particularly concerning their work with learners who have found themselves or may find themselves in difficult life circumstances. The relevance of the research is determined by the current challenges in the educational sphere, including the increasing number of learners who have found themselves or may find themselves in difficult life circumstances. Methods. The study employs a set of general scientific methods such as analysis, synthesis, generalization, and systematization, as well as pedagogical modeling as the leading method of constructing the model. Factors influencing the development of social competence among teachers were identified, along with the methodological approaches and didactic principles that form the foundation of the model. Results. A methodology model was developed, consisting of three interrelated blocks: methodologicaltarget, content-activity, and diagnostic-reflective. The first block defines methodological foundations, approaches, principles, and external and internal influencing factors. The content-activity block outlines the stages of implementing the methodology, as well as the forms, methods, and tools of learning in the system of postgraduate pedagogical education. The diagnostic-reflective block focuses on the monitoring and correction of professional training processes and on the formation of reflective skills as a component of self-development. The proposed model enables the effective development of social competence among teachers, as confirmed by the results of empirical observations and teacher surveys. Conclusions. The study results confirm the need for a systemic and scientifically grounded approach to the development social competence of teachers to work with learners in difficult life circumstances in the process of advanced training. The methodology model presented in the article takes into account contemporary educational challenges, including the conditions of war, digital transformation, and social tension, and can serve as an effective tool in preparing teachers to work with learners in difficult life circumstances.