Irma R. Tagariyeva

Preparing teachers for organizing extracurricular activities is of particular importance, as it is an important area of development for the entire modern educational system. This can be achieved through the use of modernized educational and methodological materials and effective modular programs. Therefore, the aim of this research is to develop a modular course of extracurricular activities for teachers in the subject area of "Art" and to test its effectiveness through the implementation of advanced training courses. To achieve the goal, the following tasks were identified: a) research on the concept of "extracurricular activities"; b) conducting experimental work to assess the readiness of teachers for extracurricular activities; c) development of a modular course titled "Extracurricular Activities in the Education System: Content and Implementation Technologies (Subject Area 'Art')"; and d) testing the course during professional development courses for teachers in the Republic of Bashkortostan. The study methodology is based on the following approaches: system-activity-based, cultural studies, competence-based, and environment-space-based. The study was conducted by participants in advanced training courses at the Bashkir State Pedagogical University named after M. Akmulla. The study found that the implementation of a modular course and a series of specialized events effectively prepare teachers for organizing extracurricular activities in the field of art. The theoretical significance of the study is as follows: the research expands the understanding of the features of teacher training for organizing extracurricular activities in the subject area of Art; the criteria and levels of teacher readiness for implementing extracurricular activities in schools of the Russian Federation are identified; and a modular program for teacher training (as part of advanced training courses) is developed. The practical significance of the study lies in the development of a modular program that can be used by teachers in educational institutions of the Russian Federation (secondary and higher education institutions). The presented materials can serve as a basis for the development of methodological recommendations for teachers and educators in the country, and the results of the study can be widely applied in the activities of additional education centers and professional development centers for educators.