The purpose of this study is to explore how primary school teachers perceive the practice of implementing monitoring support on the basis of autonomous monitoring groups by educational level, and what factors have a decisive influence on their positive or negative perception of the above approach to assessing educator/student effectiveness. Several tools were used to collect the data, including: classroom observations, lesson checklists (evaluation forms), lesson plans evaluation forms, interviews for teachers and parents, focus group survey questionnaires. The quantitative data were analysed and

The article investigates the efficiency of the educational process in the conditions of distance learning in Cherkasy region during the second wave of pandemic. In order to check the efficiency of distance learning, the most urgent issues were identified and a questionnaire of teachers was conducted (November-December 2020). The questionnaire was organized due to the assistance of the Uman City Council. In the questionnaire, 150 teachers of Uman schools took part. The analysis of the study conducted by us reveals a number of difficulties and problems of the psychological nature associated with the organization of distance learning (lack of skills to study independently; low motivation to study; enormous workload of students and teachers; lack of communication with teachers and peers; rejection of a distance learning; emotional burnout (for a teacher)).The analysis of modern studies allowed developing a series of methodical advice for teachers about overcoming such problems as the importance of constant communication with students (visual contact); conducting the material in an optimistic tone; providing constant feedback; taking into account the age of children; psychological support and assistance to students.In the course of the study, another problem was discovered. It was connected with the peculiarities of educational activity (working with people, stressful situations, etc.) and innovative constraints caused by the COVID-19 pandemic, which is characterized by psychoemotional exhaustion, emotional burnout of teachers. In order to prevent the development of this type of teacher professional deformation, the following rules should be observed. Teachers should distribute effectively working hours; critically evaluate own professional, emotional and physical conditions and have access to the necessary professional assistance; create conditions for the formation and restoration of personal resource; follow the rules of psychological safety in the process of professional activity.Teachers, psychologists, methodologists and other participants of the educational process can use developed methodological recommendations. Keywords: educational process, distance learning, pandemic, quarantine, teacher questionnaire, psychological problems, psychological support, methodical advice to teachers, age features.

The article demonstrates the expediency and ways of organizing distance training of future primary school teachers: forming theoretical knowledge and skills basis in students for the mastery and effective use of computer devices and information and communication technologies in professional activities and the fundamentals of information culture, information and communication competence; establishing a foundation for further mastery of teaching curriculum and technologies of distance learning in the area of primary education; as well as implementing the electronic learning courses Modern Information Technologies of Learning and The Fundamentals of Distance Learning in Primary School (developed at LMS Moodle). It is noted that the distance training of a future primary school teacher is an interdisciplinary pedagogic category that characterizes the degree of individualization, intensity and controllability, is subjected to the goals of the professional development of independent cognitive activities of teachers based on information and communication technology means with the indirect interaction (synchronous and asynchronous) with learning process participants located remotely from one another, under the supervision of a tutor. The readiness of the future primary school teacher to distance learning in the system of pedagogical education as an integral property of the individual, reflecting the comprehensive interaction of the motivational and value, cognitive and operational components, is determined. An experimental study was carried out; its results showed that the implementation of such distance courses into the educational process of experimental groups enabled a positive dynamics of the levels of future primary school teachers’ readiness to develop their own vocational and pedagogical competence in the conditions of distance learning. In the experimental groups of future primary school teachers compared with the control ones, the increase in the indicators of high readiness for distance learning was observed.

The purpose of this study is to explore how primary school teachers perceive the practice of implementing monitoring support on the basis of autonomous monitoring groups by educational level, and what factors have a decisive influence on their positive or negative perception of the above approach to assessing educator/student effectiveness. Several tools were used to collect the data, including: classroom observations, lesson checklists (evaluation forms), lesson plans evaluation forms, interviews for teachers and parents, focus group survey questionnaires. The quantitative data were analysed and

The article considered the problems caused by the need to adapt the system of higher education and vocational training to the dynamic changes of the globalized world. It stands out as interferences of the Bologna Process in Higher Education of Ukraine. This is an exploratory qualitative study.  Among these closing considerations we highlight that most professors, associate professors, professors from various universities in Ukraine speak very negatively about this process, saying that we have inherited from the Bologna system its worst component - the modular credit system. This is, according to the unanimous opinion of Ukrainian teachers, which has led to the rapid degradation of domestic higher education since the assessment of knowledge (in parts!). It does not leave the student with an integral idea of the corresponding subject and, therefore, does not contribute to the acquisition of systemic knowledge.