1. EDUCATIONAL PLATFORM FOR THE FORMATION OF TRANSPROFESSIONAL SUBJECTS OF SOCIONOMICAL PROFESSIONS E. Zeer1, E. Symanyuk2, O. Krezhevskykh3
1Russian State Vocational Pedagogical University (RUSSIAN FEDERATION) 2Ural Federal University named after the First President of Russia B.N. Yeltsin (RUSSIAN FEDERATION) 3Shadrinsk State Pedagogical University (RUSSIAN FEDERATION)

2. The urgency
The relevance of the problem is due to the changed socio-economic conditions and socio-technological development of the economy in Russia. In post-industrial society, the world of professions has significantly changed: some professions disappear, others transform, and others appear for the first time. Among the well-established concepts like "profession", "speciality" and so on, in the following years in the study of professions appeared the new term "transfession". The transfession is a type of labor activity, which realized on the basis of a synthesis and convergence of professional competences, belonging to different specialized fields. Professional characteristics of the transfession are transprofessionalism. It’s an ability to perform range of specialized activities. The identification of social and humanitarian technologies of development of this integral ability of specialists in the system of continuing education determined the relevance of this study.

3. METHODOLOGY
Let's consider the design methodology of psycho-pedagogical models for the development of transprofessionalism.
Analysis of the research problem stipulated the purpose of the article: designing a structural-functional model of the educational Platform of development transprofessionalism by stakeholders.
In recent years, the concept of convergence of technologies on an interdisciplinary basis has been recognized in the social Sciences and Humanities. This position is based on the combination of heterogeneous and multidirectional properties, objects and phenomena. The methodological basis for the convergence of the components of transprofessionalism advocates a multidimensional approach.

4. RESULTS
The article presents sociohumanistic psychological-pedagogical definition of transprofessionalism, its holding the main idea of the contents and criteria of manifestation of transprofessionalism in a dynamically changeable socio-professional environment.
Transprofessionalism training is particularly important for the socio-economic group of professions (teachers, social workers, professional analysts, mediator, etc.), ensuring their social and professional mobility when changing specialty and type of importance are as well as overcoming professional conservatism.

5. RESULTS
Instrumental components of transprofessionalism for the group of socionomical professions are:
transfessional focus;
regulatory component;
vocational-educational component;
informational and communicational component;
humanitarian and technological component.

6. Instrumental components of transprofessionalism
Transfessional direction is a meaning-forming factor that determines the multidimensionality of the subject of professional activity: orientation to the implementation of a wide range of activities, readiness to learn a variety of professional functions, the ability to master several types of information and communication technologies simultaneously. Theoretical analysis of the multidimensionality of specialists revealed the following constructs components: self-concept, socio-professional adaptability, multidimensional identity, transfessional value orientations, activity motivation.
The regulatory component is designed to activate the psychological resource of the subject of professional activity, which is characterized by the level of formed skills of planning, design, forecasting and evaluation of the activity results. Important in the implementation of this component is a conscious self-regulation of arbitrary activity of a specialist. The regulatory predictors of arbitrary activity include self-organization, self-actualization, self-efficacy, autonomy, regulation of mental conditions.
Professional and educational component provides the formation of a multidimensional specialist. Its substantive basis is the competence approach; the result is interdisciplinary competence, meta-subject (hard-, soft-, digital skills) competences and metaprofessional qualities of the subject.

7. Instrumental components of transprofessionalism
Informational and communicational component reflects the ability of a specialist to navigate in the information interprofessional environment, including virtual reality. As constructs of this component are social and communicative mobility, professional mobility, tolerance for uncertainty, reflexivity, cognitive adequacy (autocompetence).
The humanitarian and technological component integrates social and humanitarian technologies, represents the convergence of knowledge and technologies from many areas of the profession activity. The variability of these technologies allows to design individual trajectory transfessional development of subjects of labor. The constructs of this component include transdisciplinary knowledge, socio-cultural competence, social intelligence, cognitive abilities, reflex-evaluative activity.

8. CONCLUSIONS
The urgency of the phenomenon of transprofessionalism as the requirement for a subject and its integrated quality was proved. It requires a new content and technology of training of specialists of socionomical professions. It is surely to state that during the development of the socio-technological world and Russian interpretation of the concept of "profession" loses its original meaning as an area of social division of labor, and competitive and popular in the employment market are transprofessionals, who are capable to perform a wide range of professional activities. The materials of the article may be interesting to psychologists, teachers and methodologists of the system of continuing professional education.

9. CONCLUSIONS
The approval of the VI technological structure of economic development leads to the emergence of many new professions and specialties, the development of which makes a person a fundamentally new qualification characteristic: the ability to master and perform new types of professional activity. Achieving this target ensures the formation of a new type of professionalism – transprofessional – readiness for interprofessional communication and transdisciplinary synthesis of knowledge. The value gains learning at all stages of professional becoming, the formation of skills to learn and retrain.
The strategic reference point of the platform is the development and self-development of the professional potential of the individual and the formation of transprofessionalism of the subjects of social professions.

10. CONCLUSIONS
Transfessional direction is a meaning-forming factor that determines the multidimensionality of the subject of professional activity: orientation to the implementation of a wide range of activities, readiness to learn a variety of professional functions, the ability to master several types of information and communication technologies simultaneously. Theoretical analysis of the multidimensionality of specialists revealed the following constructs components: self-concept, socio-professional adaptability, multidimensional identity, transfessional value orientations, activity motivation.

11. Applied orientation of the Platform:
assisting in the development of transprofessional subjectivations professions;
formation of transprofessional (soft, digital, skills) competencies and metaprofessional qualities;
scientific and methodological support of constant professional education and transprofessional development of the subject;
designing individual educational trajectories and forecasting the professional future of students.