Introduction. The article deals with the problems of organizing transprofessional training of a specialist in the field of welding production on the basis of a practice-oriented approach. The methodological basis of the components of the activity is determined in order to create integrative pedagogical conditions that determine the structure and content of this training. The purpose of this article is to provide methodological justification for the training of a new level specialist in a convergent environment, which is maximally saturated with educational and production situations.

Materials and methods. The main methods include the analysis of scientific-methodical and didactic literature on the problems of research of practice-oriented approach in engineering education. The material of the study was the data obtained during the implementation of the training program in the direction 44.03.04 “Professional training (by industry)” — “High welding technologies and plasma technologies in material processing” of the Department of Engineering and Professional Training in Mechanical Engineering and Metallurgy.

Results. Variable components of the transprofessional activity of the structural and content model of training a specialist in the field of welding production on the basis of a practice-oriented approach are proposed and described. The concepts of “transprofessionalism in the conditions of practice-oriented training”, “transfession of a welding specialist” are clarified. The conditions for training a transprofessional in a professional-pedagogical university are determined.

Discussion. The creation of integrative conditions becomes a necessary requirement for designing a unified transprofessional environment based on a structural and content model. Each component of the model is described from the position of variable modules corresponding to the types of transprofessional activities in the field of welding production. Mastering these modules, the specialist reaches a new level — transprofessionalism (reaches a high level of competence, including related production areas).

Conclusion. It is concluded that it is necessary to introduce variable modules in the component composition of the structural and content model for the implementation of transprofessional training of specialists in the field of welding production.

Clarified the concept of "transprofessional in terms of practice-oriented training"; "transfuse specialist welding profile»;

The conditions for training a transprofessional in a professional pedagogical university are determined;

Yariable modules of the structural and content model for the implementation of transprofessional training of specialists in the field of welding production are proposed.

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