ORGANIZATIONAL AND METHODOLOGICAL CONDITIONS OF EDUCATIONAL ACTIVITY DEVELOPMENT IN THE FIELD OF FINANCIAL LITERACY AMONG THE RURAL POPULATION
Introduction. The article presents a study on the problem of organizational and methodological support for the effective implementation of the project of teaching financial literacy to rural teachers and creating conditions for their proper educational activity in rural regions in the framework of implementation of the programme “Assistance in raising the level of financial literacy of the population and development of financial education in the Russian Federation”. Purpose of the article is to replicate the author’s experience on the stated problem. Materials and Methods. The research was conducted on the basis of system-activity and project-based approaches, the integration of which ensured the effective structuring of the organization processes and their hierarchy, as well as the level sequence and determined the logic of the research. The main methods were analysis and synthesis, which allowed to solve the research problems and to obtain a single scientific product - the project. Monitoring of the level of mastering the programme of professional development and the range of professional difficulties of teachers in the field of financial literacy was carried out using standard methods: testing, questioning, surveys, mathematical data processing. Results. Due to advanced training courses, the rural teachers showed the high level of mastering the knowledge and skills of financial literacy and their methodological competence. The revealed difficulties in the field of financial education made it possible to coordinate the activities of a higher education institution and a school in the implementation of professional development programmes and financial education projects in rural regions, as well as to model individual trajectories of professional development of rural teachers. Conclusions. The authors note that the revealed productive social contacts of a teacher with different groups of the rural population can be used as channels for the promotion of information, for the formation of an attitude towards events, for replication of new knowledge and technologies, including financial education. As an additional effect of research, the authors identified and developed a universal mechanism of cooperation with different population groups through the functions of a teacher as an adapter, a translator of innovative ideas, an educator.