Introduction. The article presents the results of a study of one of the urgent problems of professional development of teachers in the Russian education system — the formation of meta-subject competencies of a teacher. The main approaches, concepts, essences and composition of the teacher's meta-subject competences are shown — informational, motivating, organizational and managerial, research, communicative, methodological, tutoring, creative, competence of self-education and self-improvement. The purpose of the article is to substantiate and reveal the process of formation and the procedure for assessing metasubject competencies among teachers in the context of additional professional education.

Materials and methods. The main research methods are the analysis of scientific literature on the competence-based and metasubject approaches in education, the problem of the teacher's professional competence; as well as diagnostic techniques, including computer complex competence-oriented tests to assess the formation of competencies and identify professional deficits in teachers.

Results. The author's definition of the phenomenon "metasubject competences of a teacher" is presented, its structure and composition are determined. The complex of methods and technologies for the formation of the studied competencies in the implementation of the modular variable program of professional development of teachers “Formation of meta-subject competencies of the teacher” has been substantiated. The results of the study of metasubject competences of teachers before and after completing the program of additional professional education are described, the corresponding conclusions are drawn, confirmed by the methods of mathematical statistics.

Discussion. It is emphasized that the effectiveness of the process of forming metasubject competencies among teachers is determined by their ability to build their own educational route for mastering the program, to choose those learning modules for which there are deficits.

Conclusion. It is concluded that the formation and tracking

of the level of formation of the teacher's metasubject competencies

in the context of additional professional education allows building purposeful work with teachers' deficiencies, achieving positive dynamics.

The structure and content of the teacher's metasubject competences have been determined;

A diagnostic toolkit has been developed for assessing the level of formation of metasubject competencies of teachers, which makes it possible to determine the deficiencies for each competence;

The comparative results of the research before and after the implementation of the advanced training program, confirmed by the methods of mathematical statistics, are presented.

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