Keyword: «technopark»

The article reveals the role of digitalization in the personalization of education, as well as as a tool for improving the field of education, which is an integral part of the formation of human capital. The key strategic state initiatives in the field of general and additional education are also considered. The created educational information systems are analyzed, its shortcomings and state measures for the development of the sphere and the solution of applied problems, the solution of which causes difficulties at the present time, are revealed. In addition to infrastructural obstacles on the way to future transformations, the level of readiness of participants in the educational process is considered and measures to overcome the identified obstacles are proposed.

The changes taking place in the education system lead to the emergence of new educative situations for classroom teachers associated with the introduction of a cycle of extracurricular activities "Conversations about important things"; the creation of the all-Russian social state movement of children and youth "Movement of the First"; the return of socially useful work in schools, etc. Due to the innovations, special training of classroom teachers is required to resolve educative situations. As an analysis of the programs presented on the Federal Portal of the Digital Environment of Continuing Professional Education has shown, programs dedicated to preparation for educative work make up no more than 9%. At the same time, the number of hours dedicated to preparing classroom teachers to resolve educative situations is less than 1%. Therefore, it seems necessary to develop and implement a program aimed at preparing classroom teachers to resolve educative situations. The aim of the study is to substantiate the structure and content of an additional professional program that allows the classroom teacher to be ready to resolve educative situations. The study was conducted on the basis of qualimetric, system activity-oriented, and competence-based approaches. Tasks: 1. To substantiate the structure of the additional professional program. 2. To specify the content of the components of the program structure. 3. To describe, using the example of a specific educative situation, the process of preparing classroom teachers to resolve educative situations. The article presents the structure of the program aimed at preparing classroom teachers to resolve educative situations. The theoretical significance of the article lies in the substantiation of the procedural components and content of the program for preparing classroom teachers to resolve educative situations. The practical significance of the research results lies in the possibility of applying the research results as part of the professional development of classroom teachers. The article will be useful for teachers and specialists dealing with issues of educative work, the preparation of classroom teachers, preservice teachers for educativework.