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левать барьеры профессионального развития, находить конструктивные выходы из профессиональных кризисов, способствуя тем самым переходу на более высокие уровни профессионализма.Полученные данные обосновывают также перспективность даль-нейшего исследования глубинных механизмов влияния уровня креатив-ности на успешность преодоления внешних и внутренних барьеров про-фессионального развития педагогов, результаты которого могут быть ис-пользованы для разработки соответствующих специализированных тех-нологий, основанных на применении техник стимуляции творческой ак-тивности в контексте профессионального развития. Ключевые слова: гендерная педагогика, гендерная асимметрия, гендерный дисплей, гендерный стереотип, маскулинность, фемининность, андрогинность.Abstract. The paper presents the research results relating to the peculiarities of gender interaction in the higher vocational education, defined as being inconsistent and contradictory. The methodological basis incorporates the studies by the Russian and foreign scientists taking the androgyny as the optimal model of gender interaction.

. In recent years, the economy of both Russia and the whole world has been characterized by high dynamics of development. Digitalization, automation of production, the development of smart technologies lead to a significant reduction in jobs in organizations. New high-tech enterprises need a specialist capable of performing not only narrow professional functions. They need specialists who are able to go beyond the basic functions, ready for interprofessional interaction in the process of solving complex problems. Against this background, the problem of training transprofessionals becomes urgent for the sphere of vocational education. This article discusses the problem of an interdisciplinary, integrated approach to solving professional problems, associated with the need to develop meta-competencies among master students, formed on the basis of the theory of transprofessionalism in the appropriate organizational and pedagogical conditions. The purpose of the artivle is to substantiate the organizational and pedagogical conditions conducive to the development of transprofessional competencies in master students. The theoretical and methodological basis of the study was formed by the theory of professional development and transprofessionalism. The work used both theoretical (comparative analysis, analysis of scientific text and normative legal sources) and empirical research methods (included observation, content analysis of materials obtained as a result of a survey of the main participants in the educational process). Based on the data of the experimental search work, a complex of organizational and pedagogical conditions that contribute to the development of transprofessional competencies was identified and described: distance technologies, practice-oriented educational environment, multi-role activities of a teacher, reflexive technologies. The materials of the article can be useful for teachers participating in the implementation of educational master programs, as well as for the heads of educational organizations of higher education in the development of organizational and pedagogical decisions in the process of training masters-transprofessionals.