Venera G Zakirova

The article is devoted to the urgent problem of diagnosing teachers' readiness to work in children's public associations, which acquires special importance in the context of rapid changes in modern Russian society. The establishment of a unified children's movement through the draft law ‘On the Russian Movement of Children and Youth’ (‘Movement of the First’) increases the need for highly qualified personnel with the necessary knowledge and skills for successful work in this area. The aim of the article is to identify the key competences for teachers of children's public associations and to work out a set of diagnostic techniques to assess the degree of their development. The main method of the research was theoretical and analytical approach, which allows to identify the structure of competences and compare existing diagnostic tools with the identified components. The empirical tool was a questionnaire survey among three groups of experts: university teachers, experienced teachers of children's public associations and association leaders. The study resulted in the identification of four key components of readiness for teachers of children's public associations (motivational, cognitive, activity and reflexive), the formation of a list of the most important competences and the compilation of a psychological and pedagogical portrait of an ideal specialist for children's public associations. Communicative skills, responsibility, creativity, love for children and empathy turned out to be the most demanded. Theoretical significance lies in the deepening of ideas about the nature of professionalism of teachers in children's public associations, the development of a comprehensive structure of their competences and the creation of a tool for diagnosing the degree of their formation. The practical value of the study is expressed in the possibility of implementing the developed diagnostic materials in the practice of training and certification of teachers for children's public associations, which will ensure the purposeful development of their competences and improve the quality of educational and developmental work in children's public associations. The work is aimed at improving the system of teachers' training to meet the needs of the developing Russian children's movement, which corresponds to the strategies of state policy in the field of upbringing and education of the younger generation.

The relevance of the study is due to the need to introduce activity-type technologies in the educational practice of training specialists. Interactive learning technologies contribute to the formation of professional knowledge and skills through professional experience. Modern didactics substantiated the developing potential of practice-oriented educational technologies, which make it possible to organize the process of forming the necessary professional and universal competences most successfully, taking into account the specifics of the future profession. This allows to bridge the gap between the theorized knowledge of classical universities graduates and the necessary specific skills of specialists. The most successful practice-oriented technologies are imitating (gaming and non-gaming) learning technologies. The aim of the work is to study the developing potential of simulation technologies (using the foresight session as an example) in preparing teachers for activities in risk, determining the conditions for successful application of simulation technologies in the information educational environment of the university, and describing the methodology of using the foresight technology in the university's educational process. While conducting the study, the authors used such methods as comparative analysis and pedagogical modeling. As a result of the study, we made an analysis of domestic and foreign scientific literature on the organization of practice-oriented learning, the use of interactive simulation technologies in the educational process of the university, and a model for the implementation of a foresight session on preparing teachers to deal with risks. The proposed model of a foresight session on preparing teachers to deal with risks is being implemented on the basis of the Institute of Psychology and Education of Kazan Federal University (KFU) as a part of the information and educational project "Safe educational environment". The foresight session technology allows students to gain experience in dealing with risk situations in simulated and controlled university environment. The article may be interesting to academic staff of higher education organizations, lecturers and teachers of secondary and higher educational institutions.