The article describes features of the formation of future teachers’ information culture. The relevance of the development, implementation and maintenance of the technology of forming process of information culture of future teachers is substantiated. Different views of scientists on the definitions of “information culture of a person”, “technology” are considered. The main components of information culture are highlighted: computer literacy, information competence, information reflection, information culture creation. The constituent elements of pedagogical technology are listed, which is represented by a set of goals and methods aimed at implementing the projected learning process and is presented by a phased implementation plan. The main characteristics of a technology for the formation of information culture of a future educator are revealed and disclosed. The article describes the results of experimental work to identify the current level of formation of information culture of future teachers. Comparative results of the data obtained during the control experiment testify to the effectiveness of the probed technology and the readiness to use information technologies in professional activities.

The motivation to constant knowledge update is due to the dynamic scientific and technological progress, which affects the change of all spheres of human activity. Employees of many organizations are in need of both professional development as well as obtaining a new specialty in order to maintain and improve their own competitiveness. In these conditions, higher educational institutions focused on adults training, are looking for new ways that will improve the formation of adult students competence. The purpose of the article is to analyze the experience of modern technologies implementation in the process of adult education. The article reveals the possibilities of innovative educational technologies, their essence and role in modern professional education. The role of continuous adult students education is emphasized, their functions are highlighted. The authors have identified the features on which the teacher relies in the process of adults training, which helps to make the training more effective. The implementation of modern adult education is based on the following principles: problematical character (the teacher should remember that adult students may feel uncomfortable in a group, they may be unaccustomed to feel like students again, for this it is necessary to "immerse" them in favorable conditions of communication. Role-playing, "brain storm" (which is more often referred to as discussion technologies, but in gaming it also takes place), blitz games contribute to the removal of emotional tension and the formation of effective cognitive motivation; the principle of dialogical communication.The study conducted among students of professional development courses from the age of 32 to 45 showed the need for further introduction of modern educational technologies in adult education. Their capabilities make the learning process more intense, active, and at the same time contribute to the rapid achievement of positive results.

The article examines the complex structure of such a complicated educational segment as the system of advanced training for teachers of a modern university. The place and role of such a system in the structure of professional culture and the formation of a specialist’s professionalism is determined. The key problems and crisis points that exist within the framework of this object are identified. At the same time, the main mechanisms for improving and modernizing of the system of improving pedagogical qualifications are identified, the most important of which is the project-oriented training. Within the framework of this definition, the essence and specificity of the project-oriented approach in general and in relation to the system of advanced training of a modern teacher in particular are determined. The main criteria, based on which these systems cross and complement each other, are highlighted. The study performs a theoretical and practical potential that can replenish the existing pedagogical scientific base, and also enters a new stage of theoretical understanding of the problem of improving the professional qualifications of university teachers. This article is based on both theoretical and practical foundations, expressed in the form of an analysis of authoritative scientific sources and in the results of the survey. At the same time, the questionnaire has become a key research method, since it included a survey of more than 200 teachers undergoing regular training in advanced training systems, due to which this work raises new questions necessary for a comprehensive intensification of educational processes in this direction. This method is one of the most effective and promising methods of scientific research.

The article discusses issues related to the study of the main attributes of the modern digital media space – social networks. The key issue, which is reflected in this article, concerns the educational potential of social networks, as well as their abilities in the context of the system of professional training of modern, competitive and most relevant specialists. The essence and specificity of social networks, their segments, effects and developing areas are determined. The possibilities of using social networks in the modern educational process in universities are revealed, and the process of their use is actualized, their certain potential is emphasized, as well as the effectiveness and inefficiency of individual elements of social networks. The study was based on a questionnaire survey – one of the most statistically useful and significant methods for researching the impact and effectiveness of socially significant technologies used in any area. The questioning was carried out among the student and pedagogical communities of the Republic of Crimea through a questionnaire and a survey posted on the “Vkontakte” social network, receiving the priority attention of most students and teachers both for personal communication and for remote interaction for educational purposes. In total about 100 teachers and about 150 students from various Crimean universities, areas of training, forms of education took part in the survey. The topic of the questionnaire is “The determination of educational opportunities for using social networks in the modern educational space of the university” and “The identification of the most effective options for using social networks in the modern educational process of the university”. The respondents gave answers to the questionnaire questions anonymously and impartially, which guarantees the reliability and accuracy of the results obtained.