THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF THE TRAINING OF ADDITIONAL EDUCATION TEACHERS FOR THE FORMATION OF CIVIC IDENTITY IN CHILDREN AND ADOLESCENTS IN THE CONTEXT OF ADVANCED TRAINING COURSES

Abstract

The objective of the article is to theoretically substantiate, develop, and experimentally test the effectiveness of a model for developing professional skills in the formation of civic identity in minors by teachers of additional education for children through intergenerational interaction within the framework of advanced training courses. The article substantiates the integration of intergenerational interaction into advanced training programs for teachers of additional education for children as a targeted mechanism for their professional growth, ensuring the transfer of theoretical knowledge into the practice of educational activities. The author’s definition of a teacher’s professional skill in the field of forming civic identity in children through intergenerational interaction is formulated as an integrative construct that includes empathy-communication, project-based methodological, and reflective-evaluative components. The results of the study have direct implications for the practice of advanced training institutions for teaching staff and institutions of additional education for children.