METHODOLOGY OF PREPARING FUTURE TEACHERS FOR THE ORGANIZATION OF EXTRA-SCHOOL WORK

In the article, the author presents a set of methodological approaches to the professional training of future teachers, which determine the formation of their ability to effectively organize extracurricular work: humanistic-oriented, competence-oriented, targeted, resource-oriented, creative, complex, project, technological, structural-component approaches. Methodology in the context of the study of the problem is interpreted as the doctrine of the logical organization of the training of future teachers for the organization of extracurricular work, the most general principles, structure, methods and means of knowledge and research of this process, which determine the main directions - methodological approaches. In the course of the study, it was found that during the implementation of methodological approaches in the preparation of future teachers for the organization of extracurricular work, the variety of traditional and innovative forms and methods of students' educational activity is of great importance. Among them: trainings, individual mentoring, problem-oriented seminars, independent creative work, specialized courses with practice, excursions, simulation games, research projects, master classes, competitions, workshops, online workshops and other forms, as well as various methods of organizing extracurricular activities. The general requirements for the implementation of the methodology of training future teachers for the organization of extracurricular work have been formulated: consistency of methodological approaches to the implementation of professional training of future teachers, in particular, to the organization of extracurricular work; functions of the methodology of training future teachers for the organization of extracurricular work; correspondence of the content of educational components and implementation mechanisms of methodological approaches to the current level of development of science, technologies (pedagogical, digital, management), areas of activity of school circles; the connection of the training of future teachers to the organization of extracurricular work with various educational components within the educational programs of the educational institution, the display of a holistic amount of knowledge as an example of the simultaneous implementation of all methodological approaches (humanistic-oriented, competence-oriented, targeted, resource-oriented, creative, complex, project, technological, structural-component approaches); inclusion of all necessary methodological approaches (humanistic-oriented, competence-oriented, target, resource-oriented, creative, complex, project, technological, structural-component approaches) in the training program of future teachers to achieve the set goals; clear definition of knowledge, abilities and skills that students should acquire in order to be able to effectively organize extracurricular work; taking into account the components of training future teachers for the organization of extracurricular work: motivational, educational, activity and creative; compliance with the requirements of systematicity in the construction of the learning process, aimed at mastering the method of organizing extracurricular work, within the professional training of future teachers; orientation to the professional growth of future teachers and continuous education.