General competencies of a teacher of additional education. Professional and pedagogical competence of a teacher of additional education. Recommended list of dissertations

Relevance of the problem and research topic.

In the Modernization Concept Russian education Until 2010, one of the important directions for updating the content of education was the competence-based approach. Competences and competencies act as tools for achieving modern educational goals.

Modernization of education in Russian Federation, due to the need for socio-political and economic changes in the country, is impossible without providing the education system with highly qualified personnel. The materials of the State Council "On the development of education in the Russian Federation" (March 24, 2006) emphasize the need to train teachers with new professional competencies.

In the Main directions of modernization of the system of additional education for children, among the priority measures aimed at improving the professional level of teachers of additional education, the creation of an interdepartmental system of training, retraining and advanced training of teaching staff is highlighted; development of state requirements for programs of additional professional education in the field of additional education of children for teachers of institutes for advanced training of educators of all levels.

The transition from out-of-school work with students to additional education of children inevitably gives rise to the problem of training teachers of additional education and retraining of leaders of circles of extracurricular work institutions. About 300,000 teachers of additional education, psychologists, social educators, organizers, methodologists work in institutions of additional education in the Russian education system, more than 40% of whom do not have a pedagogical education (2004 data) .

The interdepartmental program for the development of the system of additional education for children until 2010 to solve the strategic task "Ensuring the modern quality, accessibility and effectiveness of additional education for children" provides for an increase in the social status and professional level of pedagogical and managerial personnel in the system of additional education for children, the modernization of the federal system of training, retraining and qualifications of leading and pedagogical staff of additional education of children . However, in the list of promising tasks of modernization of teacher education for 2005-2010. there is not even a mention of teachers in the field of additional education for children, and the tasks are listed aimed at improving the skills of pedagogical workers of preschool educational institutions, teachers, teachers of primary, secondary and higher vocational education, training teachers to solve the problems of education at various levels of education.

Mismatch educational needs teachers of additional education, the content and forms of the existing system of training and advanced training makes it necessary to determine the modern content, effective forms and methods for developing the professional competence of teachers of additional education.

The development of professional competence of teachers of additional education is understood as a system of processes aimed at mastering the necessary competencies for them to perform professional functions in the system of additional education for children.

The relevance of the study of the development of professional competence of teachers of additional education is due to the following contradictions:

Contradictions of a socio-pedagogical nature:

Between the strengthening of the ideas of humanization and democratization, the transition to a competency-based approach in education and the insufficient response of additional professional pedagogical education to these changes;

Between tendencies towards a predictive, projective nature of education and personal development and insufficient technological readiness of additional professional pedagogical education to ensure these processes;

Between the increasing requirements for the professional level of a teacher of additional education on the part of society, the need for a teacher in self-realization, in mastering the ways of personal, social, professional adaptation to ongoing changes and the fragmentation of the development of means for the personal and professional development of teachers of additional education.

These contradictions actualize the problem of meeting the social and educational needs of teachers of additional education in mastering the technologies for the development of pedagogical competence as a guarantee of professional and life success.

Contradictions of a scientific and pedagogical nature:

Between the widespread use of the term “professional competence of a teacher” in the literature and the lack of a normatively fixed content of this concept, the uncertainty of the list of competences of specialists in various areas of pedagogical activity, the essential and formal characteristics of the professional competence of teachers of additional education;

Between the presence of scientific developments in the theory of personality development, adult education, competence-based approach in education, developmental and student-centered learning technologies; the certainty of conceptual approaches to the development of the system of additional education for children and the lack of research in the field of developing the professional competence of teachers of additional education.

These contradictions actualize the problem of theoretical substantiation * and development of models for the development of professional competence of a teacher of additional education.

Contradictions of a scientific and methodological nature:

Between the focus of additional professional education on development for social mobility teachers, their personal potential, ability to solve problems and the dominance in the existing practice of additional pedagogical education of programs that provide knowledge in a certain area of ​​pedagogical activity;

Between the needs of pedagogical practice in new methods and technologies that develop the professional competence of teachers of additional education, and the lack of didactic means, educational and methodical complexes developed on the basis modern technologies personal development for the system of additional pedagogical education.

These contradictions actualize the problem of developing modern didactic means for developing the professional competence of a teacher of additional education.

The conditioned set of identified contradictions made it possible to formulate the research problem, which consists in determining the theoretical foundations and finding optimal solutions for the development of professional competence of a teacher of additional education.

The relevance of the formulated problem, the search for ways to resolve these contradictions determined the choice of the topic of the dissertation research: "Development of professional competence of a teacher of additional education."

Limitation of the research field: the development of professional competence is considered on the example of the activities of teachers of additional education in the system of additional education for children.

The purpose of the study is to identify the essential and formal characteristics and conditions for the development of professional competence of a teacher of additional education based on the acmeological model.

The object of the study is the professional competence of a teacher of additional education.

The subject of the study is acmeological conditions for the development of professional competence of a teacher of additional education.

The research hypothesis consists of the following assumptions:

2. The acmeological model of the development of professional competence, built on the basis of anthropological and andragogical approaches, contributes to the effective development of the professional competence of a teacher of additional education. The effectiveness of the implementation of the acmeological model for the development of professional competence of a teacher of additional education is due to the content of motivation, value bases and personal qualities of the teacher, his vital experience, the conditions of self-education and pedagogical interaction.

In accordance with the purpose, object, subject and hypothesis put forward in the study, the following tasks were solved:

1. Analysis of scientific literature and practice on the problem of developing the professional competence of a teacher of additional education.

2. Clarification of the concepts of professional competence, determination of the essential and formal characteristics of the professional competence of a teacher of additional education.

3. Determining the conditions and features of the development of professional competence of a teacher of additional education.

4. Development of an acmeological model for the development of professional competence of a teacher of additional education and substantiation of the conditions for the implementation of this model.

5. Conducting experimental and search work to test the effectiveness of the acmeological model for the development of professional competence of a teacher of additional education and the development of guidelines for the development of professional competence of a teacher of additional education.

Theoretical and methodological base of the research. The basis for the choice of theoretical and methodological sources was the principles of humanism, determinism, development, consistency, from the position of which the main scientific statements about competence in the works of E.F. Zeera, I.A. Zimney, J. Raven, who laid the foundation for the competency-based approach in the theory of vocational education.

The methodological foundation of the process of developing professional competence was the acmeological, andragogical and anthropological approaches reflected in the works of K.A. Abulkhanova, B.G. Anan'eva, O.S. Anisimova, A.A. Bodaleva,

A.A. Derkach, S.I. Zmeev.

O.S. Anisimova, S.G. Vershlovsky, B.S. Gershunsky,

V.I.Zagvyazinsky, R.B. Quesko, N.V. Kuzmina, Yu.A. Konarzhevsky, A.K. Markova, V.A. Metaeva, JI.M. Mitina, A.M. Novikova, V.A. Sla-stenina, I.P. Smirnova, M.I. Stankina, E.V. Tkachenko.

The theory of vitagenic education, reflected in the works of A.S. Belkin, N.O. Verbitskaya.

The study used the results of work in the field of competency-based approach in education A.JI. Andreeva, V.I. Baidenko, O.A. Bulavenko, V.A. Vorotilov, D. Ermakova, V.A. Isaeva, A.V. Khutorsky, JI.O. Filatova, A. Shelten.

The works of S.V. Alekseeva, N.A. Alekseeva, L.I. Antsyferova, V.L. Benin, N.R. Bityanova, V.A. Bukhvalova, M.T. Gromkova, O.B. Dautova, I.V. Kruglova, S.I. Pyatibratova, E.I. Rogova, V.P. Simonova, G.B. Skok, Z.A. Fedoseeva, S.V. Khristoforova.

The works of A.G. Asmolova, V.A. Gorsky, L.G. Dikhanova, R.V. Gutsalyuk, Ya.L. Kolominsky, O.E. Lebedeva, L.G. Loginova, E.N. Medynsky, A.A. Reana, I.I. Frishman, D.E. Yakovlev.

When developing a program of additional professional teacher education, we relied on research in the field of studying technologies and methods of teacher education in postgraduate education by I.A. Zimney, K.M. Levitan, A.K. Markova, A.E. Marona, N.N. Tulkibaeva; psychology of professionalization of the teacher N.S. Glukhanyuk, E.F. Zeera; self-management G.M. Lisovskaya; N.P. Lukashevich.

Research methods. To solve the tasks set, theoretical and empirical research methods were used.

Theoretical research methods - analysis of philosophical, methodological, pedagogical, psychological approaches on the research topic; comparison of different approaches to the definition of concepts; synthesis of the content of concepts; construction of abstract models of the concepts under consideration.

Empirical research methods - analysis of legal documents on the topic of research, analytical reports of teachers of additional education in the inter-certification period; monitoring the activities of teachers of additional education; questioning, survey of teachers of additional education; conversation with leaders and methodologists of institutions of additional education for children; monitoring the activities of institutions of additional education for children; study and generalization of the experience of teachers of additional education; conducting experimental and search work on the topic of research and processing its results.

Research base. Research and experimental search work were carried out on the basis of:

Faculty of Advanced Training of the State Educational Institution of Higher Professional Education "Russian State Vocational Pedagogical University" (Yekaterinburg) within the framework of advanced training courses under the program of additional professional education "Self-management of a teacher of additional education" for 31 teachers of additional education of institutions of additional education for children of the Alapaevsky district of the Sverdlovsk region ;

Municipal educational institution of additional professional education "Educational and methodological center for the development of education" (Novouralsk) within the framework of advanced training courses for additional professional education programs "Information culture of the teacher", "Self-management of the teacher of additional education", scientific and practical seminars "Designing managerial activities" , "Method of projects", "Organization of research work with students", organizational and activity games "Design of pedagogical activity", "Festival model" for 285 teachers of additional education of general education schools and institutions of additional education for children of the Novouralsk urban district of the Sverdlovsk region;

Educational and methodological center of additional education of the Department of Education (Novouralsk) within the framework of the methodological seminar and the pedagogical laboratory "Gifted Child" for 30 teachers of additional education of secondary schools and institutions of additional education for children in Novouralsk, Sverdlovsk Region.

In total, the study involved 346 additional education teachers working in the system of additional education for children.

Research stages. The dissertation research was carried out during 1998-2007. and involved several stages.

At the first stage - organizational and preparatory (1998-2000), domestic and foreign experience of the work of institutions of additional education for children and secondary schools in the field of additional education of children, the experience of teachers of additional education, various models of advanced training and certification of teachers of additional education were studied; qualitative indicators of activity of teachers of additional education were revealed; the idea was formed and the scientific apparatus of the research was determined; the program of additional professional education "Information culture of the teacher" was developed.

At the second stage - analytical (2001-2003) - the state of the problem of developing the professional competence of a teacher in theory and practice was studied; the content of the professional competence of the teacher was specified, the essential and formal characteristics of the professional competence of the teacher of additional education were identified; the working hypothesis of the study was specified; an analysis of the activities of teachers of additional education was carried out; the theoretical foundations of the acmeological model for the development of professional competence of a teacher of additional education were identified; experimental and search work was carried out to form the information and reflective culture of teachers of additional education, to prepare them for the organization of research work with students, the use of the project method in the system of additional education for children.

At the third stage - design (2004-2005) - an acmeological model for the development of professional competence of a teacher of additional education, a program of additional professional education "Self-management of a teacher of additional education" were developed.

At the fourth stage - experimental and search (2006-2007) - the conditions for the effectiveness of the implementation of the acmeological model for the development of professional competence of a teacher of additional education were tested; developed the structure and content of the training manual " Professional Competence additional education teacher”; the research materials were summarized; dissertation research.

The scientific novelty of the study lies in the formulation and solution of the problem of developing the professional competence of teachers of additional education:

The essential and formal characteristics of the professional competence of a teacher of additional education are determined;

An acmeological model for the development of professional competence of a teacher of additional education, based on andragogical, anthropological approaches, is theoretically substantiated and built, the conditions for its implementation are determined;

The factors influencing the effectiveness of the implementation of the acmeological model for the development of professional competence of a teacher of additional education are determined.

The theoretical significance of the study is as follows:

On the basis of existing approaches in determining the content of a teacher's professional competence, the content of pedagogical competence has been singled out;

The content of the professional competence of a teacher of additional education in the initial and prospective periods of his activity, the patterns and features of its development are determined.

The practical significance of the study is as follows:

Selected and adapted methodological means of self-diagnosis of professional competence of a teacher of additional education;

Defined effective methods development of professional competence of a teacher of additional education;

Crisis periods of professional activity of teachers of additional education, methodological and didactic means of prevention and assistance to teachers of additional education during periods of professional crisis are determined;

A program of additional professional education "Self-management of a teacher of additional education" and a textbook "Development of professional competence of a teacher of additional education" have been developed, which can be used in the practical activities of institutions of additional professional education and for self-development of teachers of additional education.

The main theoretical provisions and results of the dissertation research were published in the journal "Education and Science": News of the Ural Branch of the Russian Academy of Education (Yekaterinburg, 2008); " Scientific research in Education”: Supplement to the journal “Professional Education. Capital” (Moscow, 2008); scientific and methodological collection "Educational lesson: search, innovation, prospects" (Chelyabinsk, 2007); materials of the International scientific-practical conference "Socialization of the personality of a younger student in the educational process" (Ulyanovsk, 2007); 5th International Scientific and Practical Conference "Pedagogical Systems for the Development of Creativity" (Yekaterinburg, 2006); 7th All-Russian Conference on Additional Education (Kazan, 2006); 13th All-Russian scientific and practical conference "Innovations in professional and vocational education" (St. Petersburg, Yekaterinburg, 2006); 5th All-Russian scientific and practical conference with international participation "Acmeology of professional education" (Yekaterinburg, 2008); All-Russian scientific and practical conference "Legal and organizational problems of the development of the education system of the Russian Federation: present and future" (Yekaterinburg, 2007); in Proceedings of the Scientific and Methodological Seminar "Science at School" (Moscow, 2001); 5th interregional scientific and practical conference " Innovative technologies in pedagogy and in production” (Yekaterinburg, 1999); 3rd regional scientific and practical conference "Acmeology of professional education" (Ekaterinburg, 2006); 4th regional scientific and practical conference "Acmeology of professional education" (Ekaterinburg, 2007); scientific-practical conference "Professional pedagogy: formation and development" (Yekaterinburg, 2006).

Approbation and implementation of the research results was carried out in the process:

Participation in the modules of the International Gaming and Methodological Association "Moscow Methodological and Pedagogical Circle";

Advanced training of teachers of additional education on the basis of the State Educational Institution of Higher Professional Education "Russian State Vocational Pedagogical University" (Yekaterinburg), MOU DPO (advanced training) "Educational and Methodological Center for the Development of Education" of the Novouralsk City District of the Sverdlovsk Region.

The following provisions are put forward for defense:

1. The essential and formal characteristics of the professional competence of a teacher of additional education are determined by the specifics of the system, the content of additional education for children, professional education and the teacher's vital experience.

2. It is advisable to develop the professional competence of a teacher of additional education on the basis of an acmeological model for the development of his professional competence.

A feature of the development of professional competence of a teacher of additional education is that this process is carried out on the basis of vital experience and subject-subject relations.

3. Acmeological conditions for the development of professional competence of a teacher of additional education in the system of additional professional education are the teacher's motivation for pedagogical activity, the value bases and personal qualities of the teacher, his vital experience, self-education and pedagogical interaction.

Dissertation structure. The dissertation research consists of an introduction, two chapters, a conclusion, a list of references, including 207 sources, applications.

Conclusions on the second chapter:

The basic competence of the individual, which ensures the social and functional activity of the teacher, the ability for self-organization and self-development;

The functional competence of the teacher, ensuring the compliance of the individual with the requirements of the teaching profession;

Operational and technological competence, which ensures the technological readiness of the teacher to perform the pedagogical function.

The existing programs of additional professional education and advanced training in the system of additional professional education do not meet the needs of teachers of this profile in the development of professional competence in full.

2. The acmeological model for the development of professional competence of a teacher of additional education allows organizing the development of professional competence of a teacher of additional education, taking into account the characteristics of his activity, education and vital experience, overcoming professional crises, preventing professional deformations and emotional burnout throughout the entire pedagogical activity. The acmeological model for the development of professional competence of a teacher of additional education is based on acmeological, andragogical, anthropological approaches, the theory of vital education, the principle of "growing", the seven-level concept of managerial decision-making, the results of a study of the psychological characteristics of the professionalization of a teacher.

3. The main didactic means of developing the professional competence of a teacher of additional education in the implementation of the acmeological model of development of a teacher of additional education are reflection and self-management based on the results of reflection.

The choice of forms and content for the development of professional competence of a teacher of additional education depends on the level of activity (reproductive, heuristic, creative). The criteria for changing the level of professional competence are the level of development of reflection, the complexity of the professional tasks and problems being solved, which is determined by pedagogical experience and the level of managerial decision-making.

4. The development of self-management technology is most effectively carried out with a modular form of organization of the educational process, based on vitagenic experience, andragogical principles of learning using self-diagnostic tools with access to the design of an individual self-development program. Mastering the technology of self-management by teachers of additional education, who are at the heuristic and creative levels, makes it possible to overcome professional crises after 10-15 years and after 20 years of pedagogical activity, and not only maintain, but also develop the level of professional competence, prevent the emergence and development of professional deformations, professional and emotional burnout, keep high functional level personality and health of the teacher throughout the professional activity.

CONCLUSION

Most of the scientific developments devoted to the development of the personality of a teacher, professionalism, pedagogical skills contain a description of the general pedagogical competence based on the pedagogical education received at the university in the specialty "teacher" without taking into account the specifics of the field of pedagogical activity. A variety of approaches to determining the content of a teacher's professional competence in the context of education reform makes it difficult to determine the list pedagogical competencies and determining the conditions for their formation and development.

In this regard, in the scientific literature and practice on the problem of the development of pedagogical competence, the traditional cognitive approach to advanced training in the system of additional professional education with a separation from pedagogical activity prevails. Mastering the technologies of self-development allows you to develop the professional competence of the teacher throughout the entire career.

Taking into account the peculiarities of the system and content of additional education for children, the teaching staff of institutions of additional education for children, the process of theoretical research and development of experience in developing the professional competence of teachers in this system is currently underway.

The professional competence of a teacher of additional education has its own characteristics that distinguish it from the professional competence of a teacher. To the features of the professional competence of a teacher of additional education, we include:

In-depth general competence of a teacher of additional education, ensuring his success in previous professional non-pedagogical activities;

Professional non-pedagogical education and work experience that determine the direction of pedagogical activity in the system of additional education for children;

The presence of the necessary pedagogical competence at the level of vital experience;

The origin of the functional and operational-technological competence of a teacher of additional education: at the beginning of pedagogical activity, they rely on vital experience, in the process of pedagogical activity they develop, relying on pedagogy as an element of human culture.

The essential characteristics of the professional competence of a teacher of additional education include the teacher's skill in a certain subject activity, his dedication, communication, creativity, the ability to solve problems and overcome difficulties, a positive self-concept, commitment to the interests of the child, the desire for self-development and the transfer of vital experience through cooperation and co-creation. .

The formal characteristics of a teacher of additional education include professional education, knowledge and skills in the field of pedagogy, psychology, legal support of the system of additional education for children.

The system of additional professional education in the context of modernization of education in Russia and the system of additional education for children is a key link in providing institutions of additional education for children with personnel with the necessary level of professional competence. The content of additional professional education programs for teachers of additional education is aimed at familiarization with legal framework system of additional education, pedagogical technologies recommended for the system of additional education of children, development of a projective group of skills.

It is advisable to develop the professional competence of a teacher of additional education without interruption from pedagogical activity, using acmeological, andragogical, anthropological approaches, self-education and pedagogical interaction. Features of the development of professional competence of a teacher of additional education are due to the specifics of the system, the content of additional education for children, vocational education, vital experience, diverse motivation for pedagogical activity, success in the previous professional activity and orientation to success in pedagogical activity.

The acmeological model of the development of professional competence contains the necessary means in accordance with the levels of professional activity of a teacher of additional education. The levels of professional activity are determined by pedagogical experience, the level of development of reflection and managerial decision-making.

The implementation of the acmeological model is possible without interruption from pedagogical activity in conditions modular learning a teacher in the system of additional professional education, methodological support in an institution of additional education for children and self-education.

The main didactic means for the development of professional competence is reflection and, based on the result of reflection, self-management. Construction of individual trajectories of professional and personal development allows developing the professional competence of a teacher of additional education in accordance with changing requirements.

The development of reflexive and analytical abilities of a teacher of additional education ensures his transition to a higher level of managerial decision-making to solve more complex professional problems and develop new professional experience. The use of self-management technology makes it possible to develop the level of professional competence, overcoming professional crises, preventing the emergence and development of professional deformations, emotional burnout, and maintaining a high functional level of the teacher's personality throughout their professional activities.

In conclusion, it should be noted that our study does not exhaust the problem of developing the professional competence of teachers in the system of additional professional education. In the future, it is planned to search for effective technologies for the development of individual components of the professional competence of a teacher of additional education.

1. Abulkhanova K.A. Psychology and Consciousness of Personality (Problems of Methodology, Theory and Research of the Reality of Personality). M.: Mosk. Psychological and Social Institute, Voronezh, Publishing House of NPO "MODEK", 1999. 218 p.

2. Alekseev N.A. Pedagogical foundations for the design of student-centered learning: Ph.D. dis. . Dr. ped. Sciences: Yekaterinburg, 1997. 44 p.

3. Alekseev S.V. To the question of the quality standard of postgraduate education of a teacher in the conditions of modernization of Russian education // Methodist. 2004. No. 4. S. 7-11.

4. Ananiev B.G. Man as an object of knowledge. St. Petersburg: Peter, 2002.288 p.

5. Andreev A.JI. Competency paradigm in education: experience of philosophical and methodological analysis//Pedagogy. 2005. No. 4. pp. 19-27.

6. Anisimov O.S. Methodological culture of pedagogical activity and thinking / INOAN USSR. All-Union Methodological Center. M.: Economics, 1991. 416 p.

7. Anisimov O.S. Methodological dictionary for strategists. T.2. Methodological paradigm and managerial analytics. M., 2004. 364 p.

8. Anisimov O.S. New managerial thinking: the essence and ways of formation / INOAN USSR. All-Union Methodological Center; Russian Academy of Personnel Support for the Agroindustrial Complex. M.: Economics, 1991. 362 p.

9. Anisimov O.S. Pedagogical concept restructuring of postgraduate education. Issue 9. Research on Pedagogical Innovation and the Culture of Pedagogical Thinking. M.: VMTs, 1992. 123 p.

10. Yu.Anisimov O.S. The pedagogical concept of the restructuring of postgraduate education. Issue 3. Educational and pedagogical activity in the educational process. M. / VVSHU APK, 1990. 62 p.

11. P. Anisimov O.S. Adoption of state decisions and methodology of education. M., 2003. 421 p.

12. Anisimov O.S., Derkach A.A. Fundamentals of general and managerial acmeology: Proc. Benefit. M.: Novgorod, 1995. 272 ​​p.

13. Antonova L.G. Pedagogical diary and the personality of the teacher: A guide for the teacher. M.: Flinta: Nauka, 1998. 88 p.

14. Antsyferova L.I. Conditions of personality development deformation and human constructive forces // Psychology of Personality: New Research / Ed. K.A. Abulkhanova, A.V. Brushlinsky, M.I. Volovikova. M., 1998.

15. Asmolov A.G. Psychology of Personality: Textbook. M.: Publishing House of Moscow State University, 1990. 365 p.

16. Baidenko V.I. Competences: towards mastering the competency-based approach (Lectures in slides): Materials for the first meeting of the methodological seminar on May 20, 2004. Moscow: Research Center for Quality Problems in Training Specialists, 2004. 30 p.

17. Belkin A.S. Fundamentals of age pedagogy: textbook. allowance for universities. M.: Ed. Center "Academy", 2000. 192 p.

18. Belkin A.S. Theory and practice of vitagenic learning. Holographic approach // Education and science: Izvestiya Uro RAO. Yekaterinburg: Publishing House Ural. state prof.-ped. un-ta, 1999. No. 2 (2). pp. 34-44.

19. Belkin A.S. Vitagenic education as a scientific and pedagogical category / A.S. Belkin, N.O. Verbitskaya. // Education and science: Izvestiya Uro RAO. Yekaterinburg: Publishing House Ural. state prof.-ped. un-ta, 2001. No. 3 (9). pp. 19-29.

20. Belkin A.S. Pedagogical competence: Proc. Benefit. / A.S. Belkin, V.V. Nesterov. Ekaterinburg: Center "Educational book", 2003. 188 p.

21. Benin B.JI. Pedagogical culture: philosophical and sociological analysis / B.JT. Benin: Ministry of Higher and Vocational Education of the Russian Federation. Bashk. state ped. in-t. Ufa, 1997. 144p.

22. Benin V.L. Cultural competence in teacher training. / B.JI. Benin, E.D. Zhukova // Education and Science: Izvestiya Uro RAO. Yekaterinburg: Publishing House Ural. state prof.-ped. un-ta, 2002. No. 2(14). pp. 132-138.

23. Bityanova N.R. The problem of personality self-development in psychology: An analytical review. M.: Moscow Psychological and Social Institute: Flinta, 1998. 48 p.

24. Bischof A. Self-management. Effectively and rationally / Series: “Taschen Guide. Just! Practical! M: Publishing house: Omega-JL, 2006. 127 p.

25. Bodalev A.A. On the integrated approach of BG Ananiev to the study of man//World of Psychology. 2005. No. 4. pp. 191-196.

26. Bodalev A.A. Psychology about personality. M.: Publishing House of Moscow. un-ta, 1988. 188 p.

27. Bodalev A.A., Rudkevich L.A. How do you become great and outstanding? M.: Publishing House of the Institute of Psychotherapy, 2003. 286 p.

28. Bolotov V.A. Serikov V.V. Competency model: from idea to educational paradigm // Pedagogy. 2003. No. 10. S. 8-14.

29. Budanova G., Buylova L., Klenova N. Organization of additional education for children in secondary schools // public education. 2005. No. 9. pp. 68-78.

30. Buylova L.N. Organization of the methodological service of institutions of additional education for children: Textbook-method. allowance./ L.N. Buylova, S.V. Kochnev. M.: Humanit. ed. center VLADOS, 2001. 160 p.

31. Buylova L.N., Klenova N.V. How to organize additional education of children at school? Practical guide. M.: ARKTI, 2005. 288s.

32. Bulavenko O.A. Essential characteristics of professional competence // School technologies. 2005. No. 3. S. 40-44.

33. Bukharova G.D. General and professional pedagogy: textbook. allowance for universities GRIF UMO. / G.D. Bukharova, JI.H. Mazaeva, M.V. Polyakov; auth.-stat. G.D. Bukharova; Ros. state prof.-ped. un-t.-Ekaterinburg: Publishing House of RGPPU, 2004. 297 p.

34. Bukhvalov V.A. Pedagogical expertise of the school. / V.A. Bukhvalov, Ya.G. Pliner / M .: Center "Pedagogical Search", 2000. 160 p.

35. Vazina K.Ya. Reflexive technology of human self-development // Vocational education. Capital. 2007. No. 6. S. 16-17.

36. Verbitskaya N.O. Humanization of education // Pedagogical Bulletin. 2002. No. 10. P. 10.

37. Verbitskaya N.O. Education of adults based on their life (vitagenic) experience//Pedagogy. 2002. No. 6. pp. 14-19.

38. Verbitskaya N.O. Theory and technology of adult education based on vital (life) experience: Ph.D. dis. . Dr. ped. Sciences: Yekaterinburg, 2002. 34 p.

39. Vershlovsky S.G. The teacher of the era of change, or how the problems of the teacher's professional activity are being solved today. M.: September, 2002. 160 p.

40. Vershlovsky S.G. Professional development of a teacher // Evening high school. 1992. No. 2-3. pp. 6-10.

41. Vikarina S.F. Psychological features professionally conditioned accentuations of character traits: Abstract of the thesis. dis. . cand. psychol. Sciences. Kazan, 2002.

42. Vladislavlev A. Continuous education. Problems and prospects. M., 1978.

43. Vorotilov V.I. Fundamentality as a category of quality of education and education of the individual // Quality continuing education as a problem of the development of the educational system: Collection scientific articles. St. Petersburg: LOIRO, 2002.

44. All-Russian Congress on out-of-school education (I; 1919; Moscow). First All-Russian Congress on Out-of-School Education, May 619, 1919: Documents and materials: In 2 books. M., 1993.

45. Gershunsky B.S. Philosophy of education for the XXI century: a textbook for self-education. M.: Ped. society of Russia. 2002. 512 p.

46. ​​Glossary of the psychology of professional development / Comp. A.M. Pavlova, O.A. Rudey, N.O. Sadovnikov; Under total ed. E.F. Zeera. Ekaterinburg: Publishing house Ros. state prof.-ped. university 2006. 62 p.

47. Glukhanyuk N.S. Psychology of teacher professionalization. Ekaterinburg: Publishing house Ros. state prof.-ped. university 2005. 261 p.

48. Grishanova N.A. Competency-Based Approach in Adult Education: Materials for the Third Session of the Methodological Seminar. M.: Research Center for Quality Problems in Training Specialists. 2004. 16 p.

49. Gromkova M.T. Andragogy: theory and practice of adult education: textbook. Allowance for the system add. prof. education; textbook for university students. M.: UNITI-DANA, 2005. 495 p.

50. Gromkova M.T. Pedagogical foundations of adult education. M.: Publishing house of MCHA. 1993. 167 p.

51. Gutsalyuk R.P. Development of professional competence of a teacher of additional education for children in the process of advanced training: an electronic resource. dis. .cand. ped. Sciences. M.: RSLB (From the funds of the Russian State Library). 2005. 137 p.

52. Davydov V.V. Problems of developing education. M., 1986. p. 128.

53. Delors J. Education: a hidden treasure. UNESCO, 1996.

54. Derkach A. Acmeological factors of sustainable and safe development (Article 3) // Security of Eurasia. 2001. No. 3. pp. 31-59.

55. Derkach A.A. Ideas A.N. Leontiev and acmeology // World of Psychology. 2003. No. 2. pp. 158-167.

56. Derkach A.A. Self-assessment as a structure-forming process of acmeological development//World of Psychology. 2005. No. 3. S. 139-146.

57. Derkach A.A., Zazykin V.G. Acmeology: textbook. St. Petersburg: Piter, 2003. 256 p.

58. Diagnostics of the pedagogical competence of managers and teachers of educational institutions (Psychological and pedagogical materials for certification) / Ed. Skripnichenko M.F., Nazmutdinova V.Ya. Kazan, 1997. 30 p.

59. Diagnosing Teacher Success: A Collection teaching materials for directors and deputy directors educational institutions, school leaders / Comp. Morozova T.V. M .: Center "Pedagogical Search", 2001. p. 160.

60. Dikhanova L.G. Social pedagogue teacher of additional education: Textbook-method. allowance. Yekaterinburg: SOTSMP. Uralmedizdat, 1998. 189 p.

61. Dikhanova L.G. Social educator - head of the children's public association: Teaching method. allowance. Yekaterinburg: SOTSMP. Uralmedizdat, 1998. 84 p.

62. Diesterweg F.A.V. "Guide for German Teachers". M., 1913.

63. Dneprov S.A. Pedagogical consciousness: theories and technologies for the formation of future teachers: Monograph. Yekaterinburg: Ural. state ped. un-t; LLP Scientific and Pedagogical Center "Unicum". 1998. 298 p.

64. Additional education of children: Textbook for students. higher textbook institutions / Ed. O.E. Lebedev. M.: Humanit. ed. center VLADOS, 2003. 256 p.

65. Law of the Russian Federation "On Education". M.: TC Sphere, 2006. 64 p.

66. Zimnyaya I.A. Key competencies as a result-targeted basis of a competency-based approach in education: Materials for the second meeting of the methodological seminar. M.: Research Center for the Problems of the Quality of Training of Specialists, 2004. 38 p.

67. Zimnyaya I. A. Key competencies a new paradigm of the result of education // Higher education today. 2003. No. 5. pp. 34-42.

68. Zimnyaya I.A. General culture and socio-professional competence of a person // Higher education today. 2005. No. 11. pp. 14-20.

69. Zimnyaya I.A. Pedagogical psychology: a textbook for universities. M.: Lotos, 2005. 383 p.

70. Zmeev S. I. Fundamentals of andragogy: Tutorial for universities. M.: Flinta: Nauka, 1999. 152 p.

71. Zmeev S.I. Andragogy: Theoretical Foundations of Adult Education. Ministry of Education Ros. Federation. Institute of General education; M., 1999.215 p.

72. Zmeev S.I. The formation of andragogy and adult education technology: Abstract of the thesis. dis. . Dr. ped. Sciences: Moscow, 2000. 44 p.

73. Zmeev S.I. Technology of adult education // Pedagogy. 1998.

74. Znakov V.V., Pavlyuchenko E.A. Self-knowledge of the subject // Psychological journal. 2002. Volume 23, No. 1. S. 31-41.

75. Ermakov D. Competence in problem solving. // Public education. 2005. No. 9. P. 87-93.

76. Ivanov S.P. The World of Personality: Contours and Reality. Moscow: Moscow Psychological and Social Institute: Flint. 1999. 160 p.

77. Isaev V.A., Vorotilov V.I. Adult education: competence-based approach. Teaching aid. St. Petersburg: IOV RAO, 2005. 92 p.

78. Isaev V.A., Vorotilov V.I., Kovalchuk O.V. Adult Education: Competence-Based Approach // Interaction of Personality, Society and Education in Modern Socio-Cultural Conditions: Interuniversity Collection scientific papers. St. Petersburg: LOI-RO, 2005. S.230-233.

79. Isaev E.I., Slobodchikov V.I. Anthropological principle in developmental psychology // Questions of psychology. 1998. No. 6.

80. Kargina Z.A. Learn to teach // Vneshkolnik. 2003. No. 10. pp. 22-24.

81. Kasprzhak A., Mitrofanov K., Polivanova K., Sokolova O., Zukerman G. Why our students failed the PISA test // Principal of the school. 2005. No. 4. pp. 4-13. No. 5. pp. 8-14.

82. Quesco R.B. Methodological aspects of continuous multilevel educational space. Tomsk: IPF TPU, 1997. 83, 1. p.

83. Kvesko R.B. Methodological foundations of education. Tomsk: IFPTPU, 1947. 83, 1.p.

84. Kian K. Self-management. Publishing house: EKSMOyu. 2006. 80 p.

85. Klimov E.I. Psychology of professional self-determination. M., 1996.

86. Kovaleva G. PISA-2003: results international study// Public education. 2005. No. 2. pp. 37-43.

87. Konarzhevsky Yu.A. Management and intra-school management / M .: Center "Pedagogical Search", 2000. 224 p.

88. The concept of modernization of additional education for children in the Russian Federation until 2010 // Vneshkolnik. 2004 No. 12. pp. 4-7.

89. Concepts for the modernization of Russian education for the period up to 2010.

90. The concept of continuous education // Bul. State. com. SSR according to Nar. education. M., 1989. S. 3.

91. Kukosyan O.G., Knyazeva G.N. The use of modular learning technology in the system of additional professional education // School technologies. 2005. No. 4. pp. 40-43.

92. Krasnoshlykova O.G. Professionalism of the teacher in the context of the development of the municipal education system // Pedagogy. 2006 No. 1. S. 60-66.

93. Kruglova I.V. Mentorship in improving the professional competence of a young teacher // Teacher Education and science. 2007. No. 1. S. 25-27.

94. Kruglova L.Yu. On the activities of the teacher in the conditions of modernization of additional education // Additional education and upbringing. 2006. No. 9. S. 8-11.

95. Krutetsky V.A. Fundamentals of educational psychology. M., 1972. S. 238-246.

96. Kuznetsova N.A. Management of methodological work in institutions of additional education for children: A manual for leaders and teachers / N.A. Kuznetsova, D.E. Yakovlev / Ed. ed. N.K. Bespyatova. M.: Iris-press, 2003. 96 p.

97. Kuzmin I.P. Integrative-differentiated content of additional professional and pedagogical education // Education and Science: Izvestiya Uro RAO. Yekaterinburg: Publishing House Ural. state prof.-ped. un-ta, 2000. No. 1 (3). pp. 130-141.

98. Kuzmina N.V. Abilities, giftedness, talent of a teacher. Leningrad: Knowledge, 1985. 32 p.

99. Kukushin B.C. Introduction to pedagogical activity: Proc. allowance. Moscow: ICC "MarT"; Rostov n / a: Publishing Center "Mart", 2005.256 p.

100. Lapina O.A. Mentoring: A variant of managing the career of the head of an educational institution / O.A. Lapina, L.A. Magalnik // School technologies. 2001. No. 6. S. 39-60.

101. Levitan K.M. Professional development of the teacher's personality in the postgraduate period: dis. Dr. ped. Sciences. Ekaterinburg, 1993. 393 p.

102. Levites D.G. School for professionals, or Seven lessons for those who teach. Moscow: Moscow Psychological and Social Institute; Voronezh: NPO MODEK Publishing House, 2001. 256 p.

103. Loginova L.G. Certification and accreditation of institutions of additional education for children. M.: Humanit. ed. Center VLADOS, 1999. 240 p.

104. Loginova L.G. Methodology for managing the quality of additional education for children. M.: APKiPRO, 2003. 132 p.

105. Lukashevich N.P. Self-management. Theory and practice / Publishing house: Nika Center: Kyiv, 2007. 344 p.

106. Makarenko A.S. Education in the Soviet school. M., 1966.

107. Maksimova V.N. Acmeological theory in the context of the problem of the quality of education // Pedagogy. 2002. No. 2. S. 9-15.

108. Markova A.K. Psychology of professionalism. M., 1996. 278 p.

109. Markova A.K. Psychology of teacher's work: Book. for the teacher. Moscow: Enlightenment, 1993. 192p.

110. Maron A.E., Monakhova L.Yu. Advanced learning as a factor in the modernization of adult education in modern conditions // Pedagogical education and science. 2004. No. 4. S. 58-62.

111. Maslow A. Self-actualization // Personality Psychology: Texts. M., 1982.

112. Interdepartmental program for the development of the system of additional education for children until 2010 / Appendix to the letter of the Ministry of Education and Science of Russia dated September 24, 2007 No. 06-1549. HEAL. 2007. No. 32. S. 9-20. No. 33. pp. 38-54.

113. Metaeva V.A. Methodological substantiation of reflexive methods / Pedagogy. 2006. No. 7. pp. 38-44.

114. Metaeva V.A. Adult education: andragogical aspect. Acmeology of vocational education: Materials IV region. Scientific-practical. Conf., March 13-14, 2007 Ekaterinburg: GOU VPO “Ros. State. prof.-ped. un-t.", 2007. 336 p.

115. Metaeva V.A. Professional reflection in postgraduate education: Proc. allowance / Ros. state professional ped. un-t. Yekaterinburg, 2005. 85 p.

116. Metaeva V.A. Development of professional reflection in postgraduate education: methodology, theory, practice. Abstract dis. . Dr. ped. Sciences. Yekaterinburg, 2006. 45 p.

117. Metaeva V.A. Reflection and its role in overcoming the professional difficulties of the teacher. Abstract dis. cand. ped. Sciences. Yekaterinburg, 1996. 21 p.

119. Guidelines for financing the implementation of the main programs of additional education for children (for institutions of additional education for children in the education system) // Bulletin of Education. 2006. No. 23, S. 48-60, No. 24, S. 38-49

120. Mizherikov V.A. Introduction to the teaching profession. Proc. allowance for students. pedagogical studies. establishments /

121. B.A. Mizherikov, M.N. Ermolenko. M.: Pedagogical community of Russia, 1999. 288 p.

122. The minimum social standard of the Russian Federation The minimum volume of social services for education in educational institutions of general education // Vestnik obrazovaniya Rossii. 2003. No. 5. pp. 55-61.

123. Mitina JI.M. Intellectual flexibility of the teacher: Psychological content, diagnostics, correction: Textbook / JI.M. Mitina, N.S. Efimov. M.: Moscow Psychological and Social Institute: Flinta, 2003. 144 p.

124. Mitina JI.M. Manage or suppress: Choosing a strategy for the professional life of a teacher. M., 1999.

125. Mityunin B.G. non-traditional pedagogy. Yekaterinburg. 1993., S. 32-34.

126. Monakhov A.E. Advanced learning as a factor in the modernization of adult education in modern conditions / Maron A.E., Monakhova L.Yu. // Pedagogical education and science. 2004. No. 4.1. C. 58-62.

127. Nemova N.V. The goal is advanced training: Approaches to teaching teachers directly at school // School technologies. 1998. No. 6. pp. 23-29.

128. Nechaev V.A., Chapaev N.K. Pedagogical paradigmatics: philosophical and pedagogical analysis // Education and science: Izvestiya Uro RAO. Yekaterinburg: Publishing House Ural. state prof.-ped. un-ta, 2000. No. 1 (3) S. 27-45.

129. Nikiforova E.I. Development of teacher's technological competence in the process of advanced training: methodological aspect. // Methodist. 2006. No. 7. pp. 10-13.

130. Novikov A.M. Scientific and experimental work in educational institution. M., 1998. 134 p.

131. Ovcharova R.V. Practical psychology in primary school. M.: Creative center "Sphere", 1998. 216 p.

132. Reference abstract "Scientific and methodological service in the institution of additional education" / V.A. Gorsky. Moscow: International Academy of Additional Education. 2004. 121 p.

133. Pedagogy: Textbook for students of pedagogical educational institutions / V.A. Slastenin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov. M.: School Press, 2002. 512 p.

134. Pedagogical skills and pedagogical technologies: Textbook / Ed. OK. Grebenkina, L.A. Baikova. Moscow: Pedagogical Society of Russia, 2000.

135. Pidzhakova T.V. Vitagenic education of adults // Vocational education. P.29."

136. Plunkett L., Hale G. Development and adoption of managerial decisions. M.: Economics, 1984.

137. Regulations on the procedure and conditions for professional retraining of specialists. Order of the Ministry of Education of Russia dated September 6, 2000 No. 2571.

138. Order of the Ministry of Education of the Russian Federation of April 1, 2003 No. 1313 “On the Program for the Modernization of Pedagogical Education”. System GARANT Platform F1.

139. Program for the development of the system of continuous pedagogical education in Russia for 2001-2010 // Bulletin of Education. 2001. No. 19. pp. 9-35.

140. Professional Pedagogy / Ed. S.Ya. Batyshev. M., 1997.

141. Professional development of future artisans: theory and practice: Coll. monograph / Pod. ed. E.F. Zeera. Yekaterinburg: Ros. State. prof.-ped. un-t., 2004. 145 p.

142. Pryazhnikov N.S., Pryazhnikova E.Yu. Psychology of work. www.go2bsu.narod.ru p.472.

143. Psychology individual differences. Reader / Ed. Yu.B.Gippenreiter and V.Ya.Romanova. M.: CheRo, 2000. 776s. pp. 263-273.

144. Psychology of vocational education: Proc. allowance. M.: Mosk. Psychological-social institute; Voronezh: NPO MODOK Publishing House, 2003.

145. Pyatibratova S.I. Improving the professionalism of a teacher in the process of postgraduate education: an acmeological approach: Abstract of the thesis. dis. . cand. ped. Sciences. SPb., 2002. 23 p.

146. Raven D. Competence in modern society: identification, development and implementation. M., "Cogito-Center", 2002. 396 p.

147. Raven D. Pedagogical testing: Problems, misconceptions, prospects. Moscow: Kogito-Center, 1999. 144 p.

148. Rachenko I.P. NOT teacher: Book. for the teacher. Moscow: Education, 1989. 238 p.

149. Rean A.A. Social pedagogical psychology. / A.A. Rean, Ya. L. Kolominsky. St. Petersburg: CJSC "Publishing House" Piter "", 1999. 416 p.

150. Rogov E.I. The teacher as an object psychological research: A manual for school psychologists on working with a teacher and teaching staff. M.: Humanit. ed. center VLADOS, 1998. 496 p.

151. Romantsev G.M. The main directions of the development of pedagogical science and education in the activities of the Ural branch of the Russian Academy of Education // Education and science: Izvestiya Uro RAO. Yekaterinburg: Publishing House Ural. state prof.-ped. un-ta, 2005. No. 3 (11). pp. 5-11.

152. Sannikova N.G. Technology for designing a developing environment for an additional education institution: Proc. allowance. / N.G. Sannikova, A.I. Tkachenko. Ekaterinburg: Publishing house Ros. state prof.-ped. un-ta, 2003. 134 p.

153. Safina Z.N. Competency-Based Approach in Adult Education // Proceedings of the International Scientific and Practical Conference "Adult Education: Global Dialogue". St. Petersburg: ROO "House of Europe in St. Petersburg", 2003. S. 26-29.

154. Pork N.G. The history of the formation of the concept of "vitagenic experience" // Education and science: Izvestiya Uro RAO. Yekaterinburg: Publishing House Ural. state prof.-ped. un-ta, 2002. No. 4 (16). pp. 154-168.

155. Selevko G.K. Traditional pedagogical technology and its humanistic modernization. M.: Research Institute of School Technologies, 2005. 143 p.

156. Semenov I.N. Reflexive-psychological aspects of development and professional self-determination of personality // World of Psychology. 2007. No. 2. S. 203-217.

157. Sidenko A.S. Reflective Pedagogical Dialogue: A Practical Guide. M., 2000. 16 p.

158. Simonov V.P. Pedagogical management: 50 KNOW-HOW in the management of pedagogical systems: Proc. allowance. M.: Pedagogical Society of Russia, 1999. 430 p.

159. Sinitsyna G.P., Romanova O.N. Development of professional competence of teachers of additional education in the program of in-house training // Additional education. 20051. No. 10. S. 41-43.

160. Skok G.B. How to analyze your own pedagogical activity: Proc. guide for teachers. / Rev. ed. Yu.A. Kudryavtsev. M.: Russian Pedagogical Agency, 1998. 102 p.

161. Slastenin V.A. Teacher professionalism: acmeological context // Pedagogical education and science. 2002. No. 4. S. 4-10.

162. Smirnov I.P., Tkachenko E.V. A new principle of education: focus on the interests of youth. Yekaterinburg: Publishing house "Socrates", 2008. 184 p.

163. Smirnova G.E. Methods of active group interaction // School technologies. 1997. No. 1. S. 94-99.

164. Smirnova G.E., Naumkina Yu.V. B.I. Dodonova Determination of the general emotional orientation of the personality // School technologies. 1997. No. 1.S. 100-106.

165. Modern dictionary in psychology / Ed.-comp. Yurchuk V.V. Mn.: Elaida, 2000. 704 p.

166. Solomin G.M. Improving the professional competence of the teacher: Socio-psychological training: Proc. Manual for teachers prof. schools. Yekaterinburg: Publishing House Ural. State. prof.-ped. un-ta, 1996. 119 p.

167. Stankin M.I. Professional abilities of the teacher: Acmeology of education and training. Moscow: Moscow Psychological and Social Institute; Flinta, 1998. 368 p.

168. Starovoitenko E.B. Reflection of personality in culture // World of Psychology. 2007. No. 4.

169. Verbatim report on the meeting of the State Council "On the development of education in the Russian Federation" http://www.kremlin.ru/text/appears2/2006/03/24/l 03 975 .shtml

170. Talyzina N.F. Theoretical basis development of a specialist model. Moscow: Knowledge, 1986.

171. Teplov B.M. Problems of individual differences. M., 1961, S. 10-15.

172. Teplov B.M. Ability and talent. M., 1941. T. 2. S. 40.

173. Model regulation on an educational institution of additional education for children / Legal system "Consultant Plus".

174. Tkachenko E.V. Primary, secondary and higher vocational education in Russia: opportunities for conservation and development // Education and Science: Izvestiya Uro RAO. Yekaterinburg: Publishing House Ural. state prof.-ped. un-ta, 2005. No. 3 (11). pp. 12-20.

175. Tulkibaeva N.N. learning task as an object of teaching methodology text. / N.N. Tulkibaeva, T.D. Bukharova // Education and Science: Izvestiya Uro RAO. Yekaterinburg: Publishing House Ural. state prof.-ped. unta, 2007. №2. pp. 129-135.

176. Management of professional development and changes in the system of advanced training. Monographic collection / Ed. G.N. Prozumentova, A.O. Zotkin. Tomsk: TsPKZhK, 2002.

177. Federal target program for the development of education in Russia for 2006-2010.

178. Fedoseeva Z.A. Development of professional competence of teachers in the system of additional professional education: dis. cand. ped. Sciences. Yekaterinburg, 2006.

179. Fedoseeva Z.A. Development of professional competence of teachers in the system of additional professional education: Ph.D. dis.cand. ped. Sciences. Yekaterinburg, 2006. 25 p.

180. Filatova JI.O. Competence-based approach to the construction of the content of education as a factor in the development of the continuity of school and university education. Additional education. 2005. No. 7. pp. 9-11.

181. Frishman I.I. Methods of work of a teacher of additional education: Proc. Allowance for students. higher ped. textbook establishments. M.: Publishing Center "Academy", 2001. 160 p.

182. Khilkevich A.P. Solving problems in life, science and technology. Moscow: Nauka, 1999.

183. Khridina N.N. Conceptual and terminological dictionary: Management of education as, social system. Ekaterinburg: Ural publishing house, 2003. 384 p.

184. Khutorskoy A. Key competencies as a component of the personality-oriented paradigm of education // National education. 2003. No. 2. S. 60-61.

185. Khutorskoy A.V. Modern didactics: Textbook for universities. St. Petersburg: Peter, 2001.

186. Chechel I.D. Is it worth changing the system of additional pedagogical education at the start of the third millennium // Methodist. 2004 No. 4. S. 2-7.

187. Chikurov O. Memorandum of continuous education of the European Union (exposition) // New knowledge. 2001. No. 2. S. 4-8.

188. Sharov I.A. Professional and creative self-development of personality: essence and technology: Proc. allowance. M.: Tambov: Tambov, state. un-t im. G.R. Derzhavina, 2003 (Tambov: Publishing House of LLC Center-press). 145 1. p.

189. Shelten A. Introduction to professional pedagogy: Proc. allowance. Yekaterinburg: Publishing House Ural. state prof.-ped. un-ta, 1996. 288 p.

190. Shchedrovitsky G.P. Organizational-activity game as a new form of organization of collective mental activity. // Research methods, diagnostics and development of international labor collectives. M., VNIIPU, 1983.

191. Yakovleva N.O. Modeling as a method of creating a pedagogical project // Education and Science: Izvestiya Uro RAO. Yekaterinburg: Publishing House Ural. state prof.-ped. un-ta, 2002. No. 6 (18). pp. 3-13.

192. Yakovlev D.E. Additional education for children. Dictionary-reference book / Author-compiler D.E. Yakovlev. M.: ARKTI, 2002. 112 p.

193. INTEL "Education for the Future" (supported by Microsoft): Proc. Benefit. M: Publishing and trading house "Russian edition", 2006. 368 p.175