Abstract: Additional education has long been an integral part of the educational environment. Painting, sports, robotics and other areas make a significant contribution to the development of personality, while teachers play a key role in this process. Education and teaching go hand in hand, which makes it important to invest in the training and professional development of teachers. Today, teachers need various knowledge, skills and abilities to create lesson plans, organize training, work with the administration and interact with parents. Based on the analysis of modern literature and practical experience of the functioning of institutions of children's additional education, the author defines a set of competencies that allow teachers to make a significant contribution to the success of students, and therefore can be taken into account when designing the main professional educational programs of higher education as the results of their development. The article substantiates the relevance of the problem of updating the content of teacher training in the context of the interaction of higher pedagogical and children's additional education. The concept of training pedagogical personnel for the education system for the period up to 2030, methodological recommendations for the training of pedagogical personnel for bachelor's degree programs based on unified approaches to their structure and content ("Core of higher pedagogical education"), professional standard "Teacher of additional education for children and adults" are analyzed. The scientific novelty of the study consists in the fact that on the basis of concretization of scientific ideas about the content of professional training of students of pedagogical vocation, a set of requirements for its results is proposed, clarified taking into account the qualification characteristics of the positions of employees of the system of additional education. The article offers recommendations that allow future teachers to prepare for a career in additional education. The practical significance of the research lies in the possibility of using its results in updating the content of the training of students of pedagogical specialties, compiling textbooks and workshops on the pedagogy of additional education.

Keywords: critical thinking, key skills, pedagogical university, interaction, teacher of additional education, professional training of teachers, additional education of children, functional literacy, cooperation, professional competence

Abstract: The subject of the study is the reflection of the history of the Hellenistic era in current school textbooks on the history of the ancient world (5th grade). The history of Hellenism is one of the most interesting and complex periods in the history of not only Ancient Greece, but also Eastern civilizations, as well as the entire ancient world as a whole. This is the time of the appearance of new states on the political map and the formation of a complex system of relations between the peoples who inhabited them. It is natural to believe that such an important period should have been appropriately reflected in the school course of the history of the ancient world and textbooks: familiarity with the history of Hellenism helps not only to better understand historical processes, but also to study more deeply the history of culture and science that flourished in this era. The analysis of the textbooks, which remain the main source of information for schoolchildren, gives, however, a very ambiguous picture. Analysis of the material of current school textbooks allows us to form an idea of the general trends in the display of the history of Hellenism in the framework of school education. As a result of the consideration of the relevant topics of textbooks, a general trend in the coverage of the history of the Hellenistic era in school textbooks was revealed. The authors of the manuals, as a rule, turn to the vivid example of Alexandria of Egypt, focusing on this city to a much greater extent than on the very fact of the synthesis of Greek and Oriental cultures. The names of the rulers, both the founders of Hellenistic dynasties and their descendants, are mentioned infrequently, much more attention is paid to the development of science and art. Textbooks are limited in the selection and presentation of material both by the cognitive abilities of fifth grade students, who are important not to overload with information, and by a large volume of historical events that need to be packed into a small volume. In light of this, the authors' decision to focus more on culture and art looks quite logical, but the choice of a specific material does not always seem fully justified.

Keywords: Pedagogy, Education, School, Culture, Textbooks, Ancient Greece, Ancient world, Hellenism, History, World History