The task of a modern university is to produce a highly qualified and competent specialist, ready for independent implementation of professional activities. Communicative competence is one of the fundamental in such preparation. The purpose of the article is to review the experience of implementing the Debate technology as an effective means of developing communicative competence of future vocational training teachers. The article focuses on the specifics of their future activities, its features and conditions, as well as their role in the field of professional education. The teacher of vocational training carries out pedagogical, educational-production and organizational-methodological activities in students training in secondary vocational schools. The basis for the implementation of his professional activity is the construction of effective interaction in the classroom between the teacher and students. For this, future teachers of vocational training must master communicative competence which is one of the main components of their future activities success. The article reveals features of the "Debate" and their capabilities in students’ training. The study allowed us to check the level of communicative competence development in dynamics, as well as to identify the level of students' motivation before using the Debate technology and after. Based on the data obtained, we can talk about the effectiveness of technology implementation. "Debate" provides ample opportunities for students to develop interaction skills, conduct constructive dialogue, select arguments, effective interaction strategies, the ability to balance emotional stress during the discussion, the ability to speak in public and other skills that contribute to the development of communicative competence and provide highly qualified specialist training.

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.