Abstract
In the modern world, which follows the path of digitalization, there is a demand for professionals who are capable and ready to adapt to the rapidly changing conditions of the socio-professional environment - transprofessionals. The purpose of the research was to study the educability of teachers as a key construct of transprofessionalism and to describe the psychological peculiarities of trans-professional competence “capable and motivated to continue learning throughout life, to independently master new professional knowledge and skills” as a predictor of personality adaptation to a digital professional future on the example of preschool teachers. Research methods: theoretical analysis of scientific sources (generalization, analysis, synthesis, classification), empirical method (interrogative), methods of mathematical data processing (descriptive analysis, Kruskal-Wallis H-test), interpretation methods. Statistically significant differences were found among teachers of preschool education with different ages in standards of the expression of general reflexivity (at the trend standard), self-esteem and performance, and depending on the length of service - in standard of introjected motivation. The obtained data demonstrate a sufficient standard of expression of indicators of the cognitive-mnemonic component among teachers of the preschool education system, while differences in the expression of particular elements of the organizational, motivational and volitional components of learning are revealed. This article is the first in a series of researches devoted to solving the scientific problem of determining the structure and evaluation of trans-professional competencies. The materials may be useful for workers of the socionomic sphere in relation to forecasting and adaptation workers to a digital professional future.

Key words: Trans-professionalism, trans-professional competencies, digitalization, educability, teachers