Current vectors of professional development of teachers of additional education: improvisation in game technology
The research problem and the rationale for its relevance. The leading form of the educational process and meaningful leisure organizing for students of the creative association is play activity, in connection with which its leaders must have a high level of knowledge of game technology. Organized and conducted in conditions of limited time and space, all types of games require professional improvisation culture from the teacher. In this regard, the problem of its formation is being actualized in the system of postgraduate education. The purpose of our research is to theoretically and methodologically substantiate the ways of forming additional education teacher’s professional improvisation culture in the field of game technology. Methodology (materials and methods). In the course of the research, we used a set of theoretical and empirical (questionnaires, interviews, self-assessment, experiment) methods. Results. The article proposes a classification of games with the participation of students in additional education system, the criterion of which is the level of pedagogical improvisation required from a teacher-game engineer. The components of the improvisational potential of additional education teacher, organizing the game activity of students, are described. Directions for the development of the system of postgraduate education in the field of forming professional improvisation culture of additional education teachers are proposed. Mechanisms for using the results obtained in the design of additional professional programs for advanced training and professional retraining of additional education teachers, as well as in the preparation of methodological measures for this category of teachers.