Currently, many different approaches to higher education are being discussed with the requirements of the educational authorities. The importance and necessity of meeting the educational needs of the population, ensuring access to quality education and integrating education and science and technology are usually emphasised. Purpose of the study: to identify the specific features of the use of electronic textbooks (interactive publications) for teaching a foreign language on different online platforms in a distance learning environment. A systematic review can be explained as a research method and process for identifying and critically evaluating relevant studies and for collecting and analysing data from identified studies. Educational materials need to be used on time and the spot. The Pinboard method can be used to increase the efficiency of the lesson. The word "pinboard" comes from the English language and means "pinboard backing", "pin board". The essence of this teaching method is that discussion and learning dialogue are connected practically. Its strengths are its developmental and educational functions. Students will develop a culture of communication and discussion, the ability to express themselves not only orally, but also in writing, and the ability to think logically and systematically.

One of the methods to make an objective analysis of the use of adequate means and methods of the training process depending on the special qualities of athletes is factor analysis. The article describes a methodological approach to factor analysis of special qualities of elite field hockey players. The aim of the research is to determine the factor structure of special qualities of elite field hockey players based on experimental data. The study in- volved 40 elite male field players in field hockey. The average age of sportsmen was 24.7±4.27 years. Sports qual- ification – masters of sports of Ukraine. Research methodology: analysis and generalization of special literature and Internet data, lesson observation, pedagogical testing, methods of functional diagnostics, video recording of competitive activities, pedagogical expertise, methods of mathematical statistics. 28 specific qualities of elite male field players in field hockey were defined. The structure of special qualities of hockey players was deter- mined by five orthogonal factors, and the sum of the contribution to the total sampling variance was 69.55%. Factor analysis of special qualities of elite field hockey players allowed to manage the training process more pur- posefully and adjust the managerial impact on the state of the players ' sports form in the training macrocycle.

In the world of rapid change, the concept of professional self-realization is becoming an essential development factor for professionals. Modern teachers of philological specialties should be not only masters in their field who have indispensable professional and methodological competencies but also be ready to provide all necessary services for the current generation, which agrees with the framework of the “New Ukrainian School”. To correspond to the above-mentioned standards, a philology teacher must strive for self-development and self-improvement. The readiness of future teachers for professional self-realization is an integrated quality manifested in independent productive activity aimed at personal self-development and self-improvement. Based on theoretical research and practical experience, we have determined pedagogical conditions for the formation of readiness of future teachers of philological specialties for professional self-realization: 1) ensuring readiness for the professional self-realization of future teachers of philological specialties based on the acknowledgement of career prospects; 2) actualization of the acmeological component of the vocational training of future philologists; 3) phased inclusion of future philologists into the practically focused activity during their teaching practice. The effectiveness of these pedagogical conditions has been examined through carrying out the pedagogical experiment and a set of questionnaires and tests to define the level of readiness for professional self-realization. As a result, we have developed a system of practical classes “I am a future professional” and corrective tutorials with future teachers of philological specialties and developed common psychological and pedagogical guidelines for supervising teaching practice.

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