The article presents the clarified concepts' system in the context of the stated research theme, the current state of skilled workers' and junior specialists' distance learning in the Ukrainian vocational education and training institutions. The received data shows: education institutions' regional affiliation and profiles; education institutions' teaching staff experience in using distance learning technologies in teaching; their assessment of prospects of distance learning implementation in the Ukrainian VET system; teaching staff willingness to improve their distance learning technology mastering. The empirical data were obtained, analysed and systemized by conducting the e-survey using Google Forms web-service with restricted access to the form. The results of the SWOT analysis are presented; distance vocational learning implementation strengths, problems, opportunities and threats are summarized. The levels of teachers' readiness to implement distance vocational learning are revealed by diagnosis results. The proposals concerning the constructive solution of distance learning implementation in the skilled workers' and junior specialists' vocational education and training system are formulated and presented.

The article discloses the peculiarities of developing professional competence in professional training teachers. This process mostly involves using traditional pedagogical technologies. The article presents results of the ascertaining experiment and indicates the need for continuing professional development of teachers based on innovative principles. It also suggests using up-to-date pedagogical technologies of distance and project-based learning and production technologies to develop professional competence in actors in the educational process (teachers and students). This refers to the implementation of a competence-based approach in the professional education system. It is reflected in the development of professional competence based on some steps. They include expanding informational and educational space for actors in the educational process and individualizing learning using modern information resources (distance technologies); ensuring the interaction between actors in the educational process, as well as the joint realization of searching, cognitive and research activities (project-based technologies); organizing the educational process under the social partnership, taking into account the timely response of the professional education system to the emergence of innovations in production and the service sector (production technologies).

The relevance of this article lies in the need to improve the process of developing competences future professionals need to develop self-employment skills under the conditions of the socio-economic crisis and the instability of the Ukrainian labour market. The article aims to prove the need for systematic implementation of self-education and self-management technologies in Ukrainian professional education schools to develop entrepreneurship competence in future professionals. Research methods include a survey and an analysis of documentary information. Ukraine strives to increase the importance of young people's readiness for lifelong learning. However, the article finds that most students do not have sufficient psychological knowledge and selfmanagement skills for successful self-development and self-employment. The development of entrepreneurship competence is, for the first time, justified through the systemic implementation of self-education and selfmanagement technologies in the educational process of professional education schools. The article presents a pedagogical technology for developing entrepreneurship competence in future professionals through selfmanagement. Besides, it offers the most effective forms of its introduction (psychology workshops, video lectures, electronic portfolios) and singles out the optimal conditions of their use. The level of the technology's readiness is IRL5 (the efficiency was proven at the level of experimental educational institutions). Success in its implementation depends on the regulatory recognition of the role of the social and humanities-related component in professional education; the incorporation of a self-management course in all programmes for training, retraining and advanced training of psychology and teaching staff; the encouragement of teaching staff to effectively use the described technologies in the educational process; systematic training of students to implement self-education and self-management as the technologies of success.

In the article the content and operational components of continuing professional development of public school teachers in Great Britain, Canada, the USA have been characterized. The main objectives are defined as the theoretical analysis of scientificpedagogical literature, which highlights different aspects of the problem under research; identification of the common features of the content, models, forms and methods of continuing professional development of public school teachers. The legislative and normative framework of teachers' CPD in Great Britain, Canada and the USA, which determines the CPD content, has been highlighted; teachers' knowledge, skills, professional values and attitudes have been characterised; the key models, forms and methods of teachers' CPD have been defined. The teachers' CPD has been studied by foreign and Ukrainian scientists: models, forms and methods of teachers' CPD (L. Chance, A. Hollingsworth, D. Ross, E. Villegas-Reimers), non-formal teachers' CPD (J. Scheerens), continuing professional education (Ya. Belmaz, T. Desyatov), postgraduate education (A. Kuzminskyy, V. Russol), professional education (R. Hurevych, N. Nychkalo), teacher training (T. Koshmanova, Ye. Yevtukh), teachers' professional development (N. Klokar, V. Oliynyk). The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.Key words: public school teachers, continuing professional development, the content of CPD, models, forms and methods of CPD, legislative and normative framework, Great Britain, Canada, the USA.

In the article the systems of continuing pedagogical education in Great Britain, Canada and the USA have been characterized. The main objectives are defined as the theoretical analysis of scientific-pedagogical literature, which highlights different aspects of the problem under research; identification of the common and distinctive features of the systems of continuing pedagogical education in Great Britain, Canada, the USA. The legislative and normative framework of teachers’ CPD in Great Britain, Canada and the USA has been highlighted; the levels of the systems of continuing pedagogical education have been presented; the main functions of these systems have been determined; the key models, forms and methods of teachers’ CPD have been defined. Foreign and domestic scientists have studied the teachers’ CPD: teacher leadership (T. Bush, M. Clement, D. Jackson, D. Pavlou, R. Venderberghe), models, forms and methods of teachers’ CPD (L. Chance, A. Hollingsworth, D. Ross, E. Villegas-Reimers), non-formal teachers’ CPD (J. Scheerens). The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.