The article analyzes a new education paradigm based on the concept of e-learning, which relates to the ideas of andragogy. The article deals with the openness of education for each individual, that is confirmed by the fact that each individual is provided with the conditions for free development of his/her educational, intellectual and activity opportunities throughout his/her life. The article presents the main differences between the traditional education and e-learning. The most appropriate andragogical platform means continuous, student-centered adult education, there are significant changes in the purpose and the content of teaching, social roles, forms and nature of communication between the teacher and the student, based on e-learning.

The process of developing ICT competence of teacher is not only related to fundamental theoretical knowledge, but also to a wide range of practical professional skills. One of the important means of developing ICT competence of teachers are educational games within the course of their professional development. Educational game is a reproduction of real professional situations. It allows participants to experiment, to develop various actions, to make and to correct mistakes which are unacceptable in real life. The experience of educational games within the course of ICT competence development showed that there is a more intensive exchange of ideas and information, which encourages participants to the creative process.

This article introduces the problem of formation of ICT competence of future teachers. It discusses the process of educational informatization which relates to the ability of all participants of educational process to use modern information and communication technologies. The paper deals with the pedagogical potential of ICT, pedagogical methods, ICT means, pedagogical capabilities of ICT.

The article deals with some methodological aspects of evaluation of students' educational achievements at university. Evaluation being as an essential component of the educational process includes controlling, measurement and assessment. Studying the methodological aspects of evaluation, we refer to the activity and contextual approaches. Activity approach involves using of the active forms and methods of evaluation, such as web-quests, discussions, presentations of the projects, portfolio, etc. Contextual approach allows to organize the evaluation of students' educational achievements, providing the professional activities, which help them to master their skills. The author concludes that the use of contemporary forms of evaluation in the educational process of the university will contribute to the effectiveness of the educational process itself.

The article analyzes partnership of university and schools within the preparation of future teachers. It deals with preparation of future teacher in order to master the project competence which is necessary for the implementation of future professional activities. The authors identify organizational, procedural, communicative, reflective components within the structure of project competence. The authors conclude that an important role plays organizing partnerships within the project activities during pedagogical practice of university students at schools.