The research considers the readiness of teachers and postgraduate pedagogical educational establishments to use e-coaching and e-mentoring which can provide continuous professional development of teachers. The use of theoretical methods of systematization and comparison of scientific statements, experience in implementing ecoaching, e-mentoring has identified the possibility of using e-coaching and e-mentoring in postgraduate pedagogical education in continuous professional development of teachers. Monitoring and questioning have proved the idea that teachers require the new content of postgraduate education for their own professional development. They are interested in mastering new technologies, delivering master-classes and demonstration lessons. The results of the discussion in focus groups including representatives of the administration of educational establishments, teachers and lecturers of postgraduate pedagogical educational establishments are shown in the SWOT-analysis. The experts confirmed the need and possibility of the e-coaching and e-mentoring implementation in postgraduate pedagogical education. The major risks of e-coaching and e-mentoring implementation in postgraduate pedagogical education are e-coaches' and e-mentors' training and ICT competence. The Internet services, e-coaching and e-mentoring applications and programs are able to provide continuous professional development of teachers. The educational and professional e-coaching and e-mentoring programs require further studying in postgraduate pedagogical education.

The article presents an analysis of models of professional development of teachers in postgraduate education. Different approaches to the improvement of the skills of teachers are highlighted and models of professional development of teachers in the conditions of reform of postgraduate pedagogical education are offered. The research methods are presented, among them analysis, systematization and comparison of scientific positions to determine the theoretical approaches to solving the problem of professional development of teachers, modeling for creation of various trajectories of professional development of teachers; empirical: observation, conversation,interviewing. The criteria for constructing models of professional development of the teacher are defined and each of them is characterized by indicators and examples of introduction in postgraduate education. The basic approaches to realization of models of professional development are determined: competent, prolonged, differentiated, personally oriented, rational, mentoring and coaching and others. Models of professional development are diverse in terms of terms, forms of training (distance, full-time, blended learning), content, forms of teacher support, institution choice, choice of forms of training (webinar, pieces of training, seminars). Teachers work at different levels of professional development (professionalization, skills, creativity, innovation). Upgrading skills should consider the level of professional development of the teacher, encourage the involvement of innovative teachers as experts and tutors. Most models are integrated with each other. For example, a prolonged, competent model. In Ukraine, diversified, prolonged, personal-oriented and inter-sectoral models of the professional development of teachers.

An e-portfolio is one of the tools for monitoring and evaluating the professional activity of school teachers and their achievements. An e-portfolio can be used for teachers’ professional development. It provides openness and transparency of both teachers’ and educational institutions’ work. The purpose of the study is to analyze teachers' readiness to use e-portfolios for both self-evaluation of their own professional experience and continuous professional development. The article analyzes various approaches to the structure of e-portfolios based on the analysis of international experience, the legislation of Ukraine and the survey of teachers. The purpose, tasks, requirements of normative documents on the use of e-portfolios are generalized.The multi-level structure of an e-portfolio is defined and the requirements for its dynamic content are substantiated. Teachers' needs for advanced training in using a variety of IT tools for creating e-portfolios have been systematized. It has been determined that the use of e-portfolio can satisfy both the needs of evaluating the effectiveness of teachers’ work and the formation of self-esteem and reflection skills, facilitate teachers’ continuous professional development, dissemination of advanced pedagogical experience and teaching practices. Different types of e-portfolios have been analyzed. IT tools for creating an e-portfolio have been identified. The content of the corresponding educational module for teachers in the system of postgraduate pedagogical education has been substantiated. The content of a portfolio is defined by the goals of its creation. For teachers, the emphasis in e-portfolio creation is not on learning, as it is for students, but on professional activity, self-assessment, and marketing. The results can be teachers' understanding of why and how they have learned throughout their careers, the importance of reflection for future professional development.

The article defines the organizational, psychological and pedagogical conditions for the use of e-books and e-textbooks at school. The difference between e-books and e-textbooks is distinguished on the basis of systematization and comparison of scientific positions. Content analysis is made to determine the organizational and pedagogical conditions for the introduction of e-textbooks. The experience of using e-textbooks and e-books at school was generalized based on the results of a regional experiment, in which 25 schools participated. The results of the survey and questioning of 352 students, 296 teachers, and 357 parents are described. The results reveal the needs of respondents in e-textbooks and e-books, identify the advantages and disadvantages of their implementation. The main organizational, psychological and pedagogical conditions are defined. These are educational policy concerning the introduction of eLearning (requirements for mandatory e-textbooks, financial support for purchasing and updating, examination, standards for e-textbooks), availability and diversity of e-textbooks and e-books on the market of educational services, logistic, educational and methodological support of educational institutions, ergonomics, readiness of teachers, students, their parents to use e-textbooks and e-books, digital competence of teachers and students.

The article presents three models of the use of elements of distance learning at school. All models partially or fully implement the training, interaction and collaboration of the participants in the educational process. The first model is determined by the use of open cloud services and Web 2.0 for the implementation of certain educational and managerial tasks of the school. The second model uses support for learning management and content creation. The introduction of the second model is possible with the development of the IT infrastructure of the school, the training of teachers for the use of distance learning technologies, the creation of electronic educational resources. The third model combines the use of Web 2.0 technologies and training and content management systems. Models of the use of elements of distance learning are presented of the results of regional research experimental work of schools.