ESSENTIAL CHARACTERISTICS AND STRUCTURE TEACHER'S METACOMPETENCE IN THE CONTEXT INTEGRATED MEDIA EDUCATION
The article is devoted to the problem of teacher’s metacompetence development in the context of additional professional education, studied in the context of integrated media education. The relevance of the formation of teacher metacompetence is due to the active development of media education as one of the leading trends in modern pedagogy, which makes it necessary to form new competencies for the implementation of innovative forms of work in the education system. The study is built on the basis of the semiotic and culturological theory of media education, which allows us to solve pedagogical problems in the process of advanced teacher training. The methodological base of the study consists of the competency-based and meta-subject approaches. They help us to determine the essence of the phenomenon under study. As analytical materials, published articles of foreign and Russian scientists, monographs, and normative documents are used. The result of this study is the disclosure of the essence of the concept of “metacompetence of the teacher”, which is specified by the selected structure of its main components and the disclosure of their content. The status of metacompetency as the highest level competence is determined, criteria for evaluating the formation of the structural components of metacompetence, those that are formed in the process of mastering cloud technologies, are developed. Meta-subject matter is defined as an integrative professional and personal quality of a teacher, manifested in his willingness to set and solve professional problems in the conditions of informatization of the education system, integration of media education with the content of the subject, as well as to get some experience in creating, analyzing and creatively interpret electronic educational products through the use of cloud technologies.