Modern higher professional education is aimed at the formation of a highly qualified competent specialist. In the conditions of the competence approach, there is an active introduction in the educational process of multimedia technologies. This is one of the most rapidly developing areas of information technology. Therefore, the training of students should be carried out with the use of various information and communication tools, ensuring the improvement of the quality of education. The purpose of the article is to present the experience of training students of pedagogical University using multimedia technologies. The analysis of the impact of these technologies on the motivation and training of students when studying discipline "technology of training teachers of the past" (media technologies have been embedded in the discipline content). For the study, we measured the motivation of students. We compared the indicators of motivation diagnostics in 2017 (before the introduction of multimedia technologies) and 2018 (after the introduction of technologies). We compared the motives of creative realization (MTR) and professional motives (PM). According to the control event on the discipline "Technologies of teaching teachers of the past", we found that the percentage of "excellent" in 2018 has increased significantly, the percentage of unsatisfactory ratings have decreased. The obtained data allowed detecting positive changes after the introduction of multimedia technologies into the educational process. The motivation of students to study the discipline has increased, their preparedness has increased, and the quality of education has increased. The high efficiency of multimedia technologies was determined, so their implementation in the training of students of pedagogical University will continue.

The changed educational paradigm has identified new educational goals expressed in the form of competencies of students, which they must master to carry out future professional activities at a high level and ensure their competitiveness in the labor market. Within the framework of the competence approach, practice-oriented education is developing, so higher education institutions seek to implement technologies that actively support this direction. The purpose of the article is to analyze the experience of implementing heuristic technologies as one of the most effective in the preparation of a teacher of vocational training. Features and essence of heuristic technologies, their value in modern preparation of students are revealed. The article presents a study that reflects the use of heuristic methods to improve the preparedness of students to perform their professional activities. In the formation of the ability to analyze professional and pedagogical situations-one of the most important professional competencies of future teachers of vocational training, the method of organized strategies (the method of strategies for working with information) was applied. Heuristic teaching methods bring positive results in the formation of the ability to analyze professional and pedagogical situations. The ability to work with information is an important part of the formation of this competence. We performed an analysis of the experience in implementing heuristic technologies, as one of the most effective in training a teacher of vocational training, revealed the features and essence of heuristic technologies, their significance in modern student training. Heuristic teaching methods bring positive results in the formation of the ability to analyze professional and pedagogical situations. Our methods of working with information contribute to more rapid training of teachers of vocational training. The results of testing students ' skills to work with information showed that after the introduction of heuristic methods, the results became much better, which contributes to the formation of this competence. The obtained data can be used in the preparation of students in other areas of teaching pedagogical university.

Among the most significant trends in the development of vocational education, introduction and use of educational technologies can be distinguished. Since the main goal of higher schools is to prepare a competent competitive specialist, they search for the most suitable methods that contribute to rapid achievement of results. The use of technologies by educational institutions is explained by their advantage over other methods of developing professional competence. Due to implementation of a certain algorithm of actions, they allow you to achieve guaranteed results in a timely manner. The purpose of the article is to form future teachers ' the level of competency development, reflecting students’ willingness to adapt, adjust and use educational technologies in professional teaching activities. To do this, we checked the level of motivation of future teachers, the level of knowledge of the theoretical foundations of educational technologies, their design and implementation in professional and pedagogical activities, and the level of formation of the ability to reflect. The development of competencies reflecting the student’s readiness to adapt, adjust and use educational technologies in professional pedagogical activity was carried out in a certain logical sequence, so that the student possessed versatile knowledge about educational technologies, was capable of their systematic creative application and his reflective activity was associated with self-actualization and striving for the implementation of constructive professional activities. The development process was carried out in the course of students solving research and design problems. Research activity was carried out by students in the study of the course “Pedagogical technologies”, fundamental for future teachers of vocational training. The implementation of the projects was carried out during the development of the course "Project Activities of a Professional Education Teacher".

At the present paper the aspects of linguistic consciousness and communicative behaviour are discussed. Some likeness between the concepts reflected in linguistic consciousness and the scripts reflected in communicative behaviour are described. Valuable components are expressed in the text through inner composition meaning, determined by the stereotypes as well as through the image of the situation (the setup) and the succession of communicative steps -the scenes (the scenario). According to the axiological linguistics communicative behaviour can be represented as a multifayer formation with the following components: meaning, set up, scenario, script. An example of communicative behaviour of lecture participants in the academic discourse is given. The typical actions of participants in the communication are based on the situation and determined by their cultural values.SHS Web of Conferences 69, 00147 (2019)

El propósito del estudio fue investigar la experiencia del uso de sistemas electrónicos modernos en la organización de webinars realizados con fines educativos. La metodología aplicada para realizar el estudio, se organizó una encuesta, cuyos participantes eran estudiantes de tres escuelas superiores en Rusia. Como conclusión se presentan los datos obtenidos en el transcurso del estudio nos permiten hablar de un aumento en el número de webinars y la expansión de oportunidades de formación para estudiantes de instituciones de educación superior a través de la implementación de sistemas electrónicos modernos.