Tatyana Makarenko

Additional Education of Children (AEC) helps students develop proceeding from their interests and motivation, which may affect their professional self-determination in the future. The problem of insufficient methodological support within the framework of vocational guidance of children allows us to raise the issue of organization of methodological support for teachers of additional education. We define the term “methodological support” as the interaction of a methodologist and a teacher aimed at overcoming the difficulties encountered by the teacher in the field of vocational guidance of students, implemented on the basis of the competence-based approach, designed taking into account the individual experience of the teacher, which is focused on finding the best means to meet the educational needs of students and their needs for professional self-determination. We have conducted several studies with the help of ranking and questionnaire for parents and teachers, which have identified priority areas for AEC and the main problems for teachers in their vocational guidance work. Thus, taking as a basis a competence approach (practice oriented education, "I know how...," I give product "), taking into account the standard of additional education teacher, having analyzed statistical data of involvement of children in additional education in Yakutia, having studied preferences of parents in AEC, work of methodologists and problems of teachers, we have worked out a functional model of methodological support for vocational guidance work of additional education teachers. The functional model includes: principles of methodological support in the vocational guidance work of the teacher( advisory, practice-oriented, mobility, consciousness); four stages of the methodologist’s work with teachers (advisory, development of recommendations, planning, monitoring); step-by-step forms of work; criteria for the effectiveness of methodological support of vocational guidance work of additional education teachers (readiness of teacher for this type of activity and his/her ability to overcome difficulties). The functional model is aimed at acquiring pedagogical skills necessary for vocational guidance work of the additional education teacher. The developed model was tested on the basis of the Children's (Adolescent’s) Center of Yakutsk. The results showed positive changes in teachers’ work within the framework of vocational guidance activities.