INTEGRATION OF PEDAGOGICAL SKILL IN THE PROCESS OF PROFESSIONAL TRAINING FOR THE ORGANIZATION OF EXTRA-SCHOOL WORK OF THE FUTURE TEACHER

Abstract

The article addresses the issue of integrating pedagogical mastery into the professional training of future teachers as a necessary condition for the effective organization of extracurricular activities. The relevance of the study lies in the fact that modern education requires teachers not only to possess deep subject knowledge but also to develop a set of personal qualities that are particularly important in a non-formal educational environment. Analyzing pedagogical mastery as an integrative quality that combines professional knowledge, practical skills, and value orientations, the author substantiates its key role in shaping a creative, initiative- driven, and responsible teacher’s personality.The study highlights three levels of integration: theoretical (mastering the basics of pedagogy and psychology), practical (engagement in the organization of clubs, projects, and educational events), and value-reflective (formation of a professional stance and the ability to self-analyze). It is emphasized that systematization, continuity, and the role of mentorship are the main conditions for achieving a holistic result.The author elaborates on methodological approaches that contribute to this process, namely: competency- based, activity-based, learner-centered, cultural, and reflective approaches. Each of these is considered as a separate but interconnected component of the holistic training system. Special attention is given to practical techniques that ensure the implementation of integration approaches: modeling pedagogical situations, interactive learning, project-based activities, reflective practices, and creative-artistic methods. Through their comprehensive application, future teachers acquire not only theoretical knowledge but also real-life experience, enabling them to creatively approach the organization of extracurricular work. In conclusion, the article demonstrates that only systematic and purposeful integration of pedagogical mastery can shape a professional capable of transforming extracurricular activities into a powerful tool for education, socialization, and the harmonious development of schoolchildren.