Under the conditions of present-day modernization of education, the urgency of dealing with educational issues and challenges in terms of the coronavirus pandemic, the teacher's technological culture enhancement who is capable to effectively apply innovative technologies in the educational process has acquired particular significance. Therefore, special attention is paid today to the formation of future music teachers' technological culture by means of applying innovative technologies in vocal training at the institution of higher artistic and artistic-pedagogical education. The technological culture of the teacher is considered as a professional and personal phenomenon based on value-andtechnology worldview and way of thinking, skills in the application of technological knowledge, those formed and implemented in creative artistic and pedagogical activities as well as the ability to creatively use pedagogical tools. Students have to master a wide range of technologies for teaching singing and then use them in their practical activities as music teachers, namely: technologies aimed at mastering performing and methodological foundations of singing for future teachers; information and computer technologies, including remote ones, aimed at teaching the art of singing in remote access and mastering the basics of sound amplification equipment by both future performers and music teachers; technologies that have a music therapy and healthcare effect. The methodological basis for technological culture formation of future music teachers in the process of vocal training features such scientific approaches as: culturological, technological, competence approach along with creative one. In order to effectively form the technological culture of future musical art teachers, the following elements have been determined: the structure of this phenomenon, which includes axiological-culturological, epistemological-emotional, technological and activity approaches as well as creative-professional one; their level of formation is determined by the identified criteria, in particular: value-axiological, cognitive-emotional, vocal-operational and creative-professional.

Modern trends of social development, processes of science modernization along with information and technologies integrations in education, make the search of ways to improve the scientific training of musical art masters timely relevant, which involves a thorough mastery of the scientific basics of musical art and more to the point-methods of their knowledge in the institution of higher music-pedagogical education. The scientific training of master's degree students of musical art includes methodological training, which is based not only on knowledge of the theory and methodology of musical art but also on scientific methods of their study. Master's degree students should know the scientific innovations of music performance and music pedagogics, to analyze, synthesize, generalize, systematize, structure, classify, conduct experimental research, interpret, evaluate, use them in their work with students, etc. The methodological readiness of master's degree students of musical art should be regarded from the standpoint of personally-oriented, activity and competence approaches, i.e., it is a professional-personal entity based on the motivation to such a kind of activity, a complex of methodological knowledge, skills, and psychological capacities to be applied into practice. In order to carry out the process effectively, we have defined the structure of methodological readiness of master's degree students of musical art which includes: motivation-and-need, informationalcognitive, science-and-activity, reflexive-evaluative and self-improving components; certain criteria, factors and levels of methodological readiness formation of musical art masters have been considered. For the sake of master's degree students' methodological training improvement, there were developed and theoretically substantiated the content, forms and methods of such training in the process of instrumental and vocal training during the Master's degree course.

Interactive educational technologies have gained popularity in teaching foreign languages. Yet they have not been given enough attention in textbooks for training professional linguists and interpreters in foreign languages. At the same time the professional sphere of linguists is connected with different forms of communication and interaction. Communicate and social skills compose their professional communicative competence in foreign languages. The use of interactive technologies in teaching foreign languages to interpreters and translators fills the gap between the job requirements in this professional sphere and the professional training at universities. In this article we provide a substantial theoretical ground for the efficiency of interactive educational technologies in training linguists and interpreters. The article also describes the procedure and results of the trial training programme for linguists with the use of interactive educational technologies that we conducted at university. We implemented a special complex of tasks based on interaction for developing the professional communicative competence of linguists and interpreters in reading classes in a foreign language. The article provides examples of interactive technologies based on the idea of live communicative interaction. After the implementation of the special complex of interactive tasks into practice the students demonstrated a positive shift in the development of the skills of their professional competence in foreign languages. We analysed the results of the study and proved the efficacy of interactive educational technologies in training future translators and interpreters. The outcomes of the study indicate the increase of the level of the development of professional skills among the linguists students whom we taught with the use of interactive technologies and special interactive tasks. Thus we consider their use a perspective direction of research in the methods of teaching and training linguists and interpreters.

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