Introduction. The purpose of this article is to present an extended analysis of specifics of hybrid learning of a pedagogue in the aspect of novel value educational dominants in the frameworks of recurrent/ continuous education that finds itself at a unique moment that the public school system, as it is currently being constructed, simply isn’t delivering on its promise of educational excellence for all children, and both future and current teachers – particularly for those in the underserved COVID-19 pandemic circumstances of totality of distance and e-learning formats. Materials and methods. State and regional documents on the national project ‘Education’, and its innovation initiatives, concepts and programs of educational and methodological complexes for both primary school, and international languages for both primary and secondary schools, are under consideration in this opus for methodological and theoretical substantiation of the comprehensive model of distance and e-learning that is considered a new approach that brings an improved result and is intended to prove the prior philosophical message of this research study concerning the possibility to create entirely new architectures within the existing architecture of the current system of advanced training and professional retraining of educators. The methods of critical analysis, statistics, and classification, modeling and programming, content analysis, search and longitudinal experiment, questionnaires, interviews, linguistic testing, diagnosis and teaching/learning /forming stages are intended to improve student/teacher achievement results. Results of the study. This research includes several stages that cover the following positive outcomes of the comprehensive model under consideration and discussion: 1) both monitoring and neutralizing regional professional deficits, 2) both creation and correction of modular additional educational programs for teachers that cover Pedagogy, Knowledge Content and Technology of distance and e-learning in the aspect of axiological approach, 3) favorable educational spaces to perform facilitation function of the tutors in full. Finally, the article presents a series of recommendations designed to encourage the teachers who can improve the learning conditions of the innovative educational context building new virtual spaces through different platforms that give grounds to serve an existing population in radically different ways, and to find ourselves at a unique moment of broad consensus with the public. Conclusion. Based on the analysis of current philosophy and methodology of training and retraining of educators in the aspect of their professional skills and competences, the authors of this study confidently state that the learners find themselves equipped to live in a world that no longer exists, and innovation in education merely is not for the sake of novelty but it is intended to increase student/ teacher achievement results Keywords: pedagogue, distance learning technologies, e-learning, methodological support, upgrading, novel value educational dominants, cultural self-determination of an individual (CSD)

This article considers approaches to the strategies and tactics of the methodological support for modern teachers’ activity in the frameworks of the National Project on Education as seen and presented via innovation humanitarian practices in the current professional community of the Regional Destination (Novosibirsk, Russia). Of particular theoretical and practical significance is the identification of the degree of objectivity and safety of the rationale of Tutoring within a network of consulting centers to provide methodological support for assessing the quality of professional skills and knowledge of educators of the Lifelong Learning stage. The empirical array is the regional centers’ activity in the aspect of functional literacy of the participants as the main message of theory, practice and provisions of the comprehensive axiological model of the regional information and education spaces. The conclusion is made on inconsistency of personalized teaching and learning as well as on management of continuing education.

Introduction.The creation and effective use of media resources by a teacher is a normative requirement and an urgent need at the present stage of education development. It is crucial to reorient the process of advanced training to use the capabilities of media resources to solve pedagogical problems. The purpose of the study was scientifically based modeling of teacher training, aimed at creating and using existing media resources, providing not only the effectiveness of the educational process but also the professional development of the teacher. Materials and methods. The study was carried out in stages and involved theoretical and empirical methods. The key concepts were clarified, various media resources were analyzed, and their significance for the teacher's professional development was determined. A model for advanced training was developed and tested. The model suggests the use of media resources as a relevant tool for professional development. The results of the study. Testing the theoretical model in practice made it possible to obtain significant practical results in the form of additional advanced training programs to be implemented with the predominant use of distance technologies and e-learning. Conclusion. The practical results of the study research can be useful to the specialists involved in the design and implementation of the professional development programs, methodologists, graduate and postgraduate students mastering higher pedagogical education programs.

The article raises the issue of training and retraining in the context of the development of teacher demanded competencies. Examples of mainstreaming and implementation in practice of interactive tools and techniques of this process, including the web-technology and the Internet are given.

The article discusses the features and priorities of the education of younger schoolchildren in the conditions of informatization of modern society. We are talking about the changes that followed the large-scale implementation of information and communication technologies in all spheres of life in modern society, including the primary school education process. Changes in the approach to the education of younger students are presented based on the results of the study.