The relevance of this research is due to the problem of modern society informatization, the need to form a single information space, the emergence of new competencies, which the modern teacher should master, increase in requirements for the qualifications and professional activity of the teacher; the need to set a strategic goal of transforming the country into a world intellectual State with the predominant development of discarnate intellectual and knowledge-based material industries. The purpose of this research is to identify the specificity of formation of future university school teachers' ICT competence. Research methods. The leading method to investigate this problem is the pedagogical experiment (ascertaining, forming and control), and the method of statistical processing of quantitative results of research. 146 future university school teachers took part in the experiment. During the process of formation of ICT competence of future university school teachers, the phenomena of society informatization, the need to improve the information culture, and computer literacy were taken into account. Educational quest-technologies, tasks, exercises which form a unified system for the formation of ICT competence of future university school teachers were developed. Specificity of the author's method of formation of ICT competence of future university school teachers is that this process is based on the simultaneous formation of media literacy and informational culture. Relevance of the research. The research proved the effectiveness of the proposed methodology for the formation of ICT competence of future university school teachers, the results of implementation of which mainly identified a sufficient level of the ICT competence formation of future university school teachers. The materials of the article can be useful for university school teachers, parents, teachers of higher education institutions while using this method of formation of ICT competence.

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The purpose of the article is to develop and validate the model of training future teachers for the organization of extracurricular activities in the conditions of innovative educational environment. The leading method of research of the problem is the simulation, which allows to present systematically the process of preparation of the future primary teachers for organizing extracurricular activities. The article presents the theoretical and methodological bases of preparation the future primary teachers for organizing extracurricular activities in elementary school. It was found that extracurricular activities are an integral part of the educational process in the school, which contributes to the full implementation of the requirements of the federal educational standards of primary education. The model of training future teachers for organizing extracurricular activity of younger pupils is developed and has a block structure: methodological unit including key scientific approaches and pedagogical conditions; diagnostic unit consisting of the criteria and the levels of indicators; meaningful unit comprising the steps of target work form.

In the article, pedagogical reflection is considered as a professional competence, its essence, stages and mechanisms for reflexing pedagogical activity are presented. The reflection phenomenon is revealed in an integrative context, the specifics of its revealing in the professional experience of the teacher is described. The role of reflexive thinking in professional pedagogical activity is justified. The conditions for the development of professional reflection of the teacher were highlighted. The most important among them are: updating the teacher’s reflexivity; specially organized reflexive activity of the teacher; the presence of a reflexive environment; enhancing the interpersonal relationships of participants in reflexive activities; development of professional reflection using educational programs. The model of personal reflexive support of the specialist is analyzed and necessity of its application is justified. The main goal of reflexive support for the development of the teacher’s personality should be the creation of favorable conditions for the formation of a mature professional identity. Continuing pedagogical education represents the constant creative development and improvement of each person throughout life by means of the interaction of all the knowledge obtained at different life stages and stages of learning.

The relevance of research: Modern transformations in society and education pay special attention to the increase of the quality of teaching staff training, making new requests for competitive specialists in the world labor-market. According to the demands of educational laws and regulations, modern teacher is meant to be competent in his own sphere of work, have a number of professional skills, be flexible and mobile, be capable to work efficiently in compliance with international standards, be prepared for professional and personal growth. At the same time, an increased competition at the world labor-market requires new approaches to training future teachers with regard to increased demands for the specialists who are capable to adapt to modern world standards. The purpose of the research: The purpose of this research is to identify efficient forms and means of academic mobility of future foreign language teachers. Research methods: The leading research method that tests hypothesis is pedagogical experiment (ascertaining, forming and control stages of experiment) and also the method of processing of quantitative results of the research. 270 future foreign language teachers took part in the experimental research where 138 respondents belonged to an experimental group and 132 future teachers belonged to a control group. Results of the research: the model of formation of academic mobility of future foreign language teachers was designed and scientifically grounded. Formation of academic mobility is implemented by means of media-education technologies, methodological principles which include systemic, competency-based, synergetic, student-oriented approach and the following principles such as humanization, viability, self-education, succession, continuity, dialogism. The proposed model was realized in three stages (motivational-cognitive, organizational-action-based, professionalcommunicative) and provided for gradual acquisition by future educators the motivation for academic migration and their ability to master their foreign language communicative competence. The purpose of the above mentioned model is to develop such personal qualities which will contribute to students' readiness to get education in foreign educational environment. The result of the realization of the model is the formation of the academic mobility of foreign language teachers on a creative level. Relevance of the research: The efficiency of the proposed model of formation of academic mobility of future foreign language teachers by means of media education technologies has been proved and confirmed by the statistics of the experiment. Materials of the article can be useful for students, teachers of educational institutions of higher education, foreign language teachers who write projects, course works, qualifying projects and other types of scientific works. Wang & Gorbunova / Academic Mobility of Future Foreign Language Teachers 960