Introduction. The expansion of infocommunication and digital technologies, the uncertainty of professional future and accelerated changes in the social and professional future of a modern man and the radical transformation of socio-professional environment require qualitative changes in the Russian education, revision of its methodology, content and technologies of training for the postindustrial economy. Today, “work in the specialty” is increasingly losing its importance, hard professional knowledge and hard skills are not decisive in the professional development and building of a successful career. Flexible, soft skills are becoming increasingly required. Soft skills allow a person to be successful regardless of the specifics of the activity and the direction in which he or she works. However, educational programmes, developed on the basis of Federal State Standards, continue to be currently directed by “mass production” and “conveyor production”, which is contrary to objective requirements of the labour market and students’ requirements.The aim of the present research is the development and theoretical-methodological justification of an innovative educational model of socio-professional development of a student personality. The introduction of this model into the practice of universities and secondary vocational educational institutions will allow the graduates to realise their potential in new realities through the formed transprofessional qualities and extraprofessional competencies.Methodology and research methods. Methodological framework of the research is based on the concept of subject-activity approach, according to which the personality is considered as an active, self-improving, self-actualising and self-determining actor; process and project approaches; as well as the methodology of convergence, which provides a synergistic effect of interaction of socio-humanitarian, natural-scientific and industrial-technical disciplines. The authors used the methods of various types of analysis including SWOT analysis; logical-semantic and structural-functional modelling.Results. The authors actualised the problem of creating an innovative educational content, which expands the range of professional knowledge and skills required of competitive personnel, who are capable and ready to preadapt to the rapidly changing socio-professional conditions. The educational model proposed by the authors is built on a modular principle. The targets, the content of modules, elective disciplines representing this or that module are defined. The content of each module is focused on the final result of educational activity: professional, diagnostic, competence, technological, functional. The mechanism of the model implementation is to build an individual student professional perspective aimed at practical action in order to improve the level of qualification, ability to work, enrichment of professional and personal qualities and behavioural patterns.Scientific novelty of the present research consists in the formation of interdisciplinary scientific knowledge (at the intersection of psychology, pedagogy, philosophy, occupational studies) on the methodology of the modelling, organisation and content of professional education taking into account modern challenges and demands of the digital economy. When training pedagogical personnel, it is necessary to create professional transcendence – an ability to go beyond particular professional activities, to find new meanings in it and beyond it and to solve nonstandard tasks.Practical significance. The presented innovative model of socio-professional development can be focused on the training of specialists at different levels of education, including additional education. The research materials can be useful to developers of educational programmes and training technologies of vocational education, to managers and specialists of educational organisations when making management decisions and organising the educational process.

Topicality of the issue under study is caused by the changed socio-economic conditions and socio-technological development of the Russian economy, which resulted in a considerable transformation of the scope of professions in the postindustrial society: these professions disappear, those are transformed and still those appear for the first time ever. Along with conventional concepts of "profession" and "specialty", today's profession studies (or professiology) refer, in increasing frequency, to "transfession" -a new term denoting a type of labour activity which is realized on the basis of synthesis and convergence of professional competences belonging to different specialized scopes. Transprofessionalism as an ability to perform a wide range of specialized activities can be regarded as one of profession studies features. It is signification of socio-humanitarian technologies of development of this integral ability of specialists in the system of continuous education which conditioned topicality of this study. The purpose of this article is reviewing and generalization of bases and prerequisites of transprofessionalism as a socio-humanitarian requirement and an integral quality of a subject of socionomic professions in a dynamically changing socioprofessional environment. Leading methods of studying this issue are theoretical methodological analysis of the subject and issue of the study on basis of examining and logical generalization of scientific sources; plus, hypothetic methodological and project methods can be considered. Description of the transprofessionalism phenomenon was performed with supporting on the multidimensional, transdisciplinary, network and project approaches. The article presents a socio-humanitarian psychology-pedagogical definition of transprofessionalism, its sense-generating content, as well as criteria of transprofessionalism manifestation in a dynamically changing socio-professional environment. Topicality of the transprofessionalism phenomenon as a requirement to a subject in its integral quality demanding the qualitatively new substantial and technological training of socionomic profession specialists has been substantiated. In particular, it is stated that as the world's and Russian socio-technological economy develops, profession as a concept loses its initial meaning as a scope of the social division of labour, while transprofessionals able to perform a wide range of professional activities become competitive and highly sought on an employment market. Materials of the article can be of interest for methodologists, methodology supervisors and pedagogues of continuous vocational education.Keywords: transfession, transprofessionalism, subject of socionomic professions, logic-conceptual model of transprofessionalism Zeer et al. / Theoretical Methodological Basics for Studying of Transprofessionalism 2 / 9

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Аннотация. Целью статьи является обоснование необходимости мо-дернизации профессионального образования на основе применения процесс-ного и проектного подходов. Актуальность данной проблемы обусловлена из-менением требований рынка труда к характеристикам современного специа-листа и отсутствием научно обоснованной стратегии подготовки педагогиче-ских кадров для системы профессионального образования.Методы и методология исследования. В качестве методологических ос-нований разработки стратегии развития профессионального образования бы-ли избраны процессный подход, обеспечивающий непрерывность управления 1 Результаты получены в рамках государственного задания Минобрнауки России. НИР № 1134 «Научно-прикладные основы формирования индивидуальных траекторий развития личности в системе непрерывного образования».

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