The modern model of socio-economic development of Ukraine must meet an effective system of vocational and professional higher education, which can quickly adapt to market demands and provide training for skilled workers who are able to be competitive in the existing socio-economic space.. In recent years, a change in the educational paradigm is taking place in the state: from information-cognitive, inherent in industrial society, to personal-activity, based on a competency-based approach to the educational process, characteristic of the post-industrial, information society. Educational practice objectively needs to make a particular student the main figure in the educational process, thus focusing the activities of teachers of vocational education on the personification of the process of professional training. Significant changes in society, social life, the productive sector of the economy and the sphere of state services necessitate the training of a pedagogical worker with a fundamentally new type of thinking. An employee who is ready to carry out innovative pedagogical and scientific-methodical activities, professionally competent, who is able to perform constructive actions in various situations of a professional nature and carry out educational and methodological activities at a high scientific level in accordance with modern educational requirements. The article presents the main approaches to the development of professional competence of a teacher of the system of vocational and professional higher education. One of the leading components of professional development of a teacher is his ability to modern educational and methodological activities, which involves designing classes based on a competency approach, the use of innovative educational technologies, the introduction of integrated learning in the system of vocational education.

Ukrainian pedagogical community active discusses the problem of the competence approach to the activity of modern teacher of vocational school, in connection with the modernization educational processes taking place in Ukraine. The purpose of modernization of domestic vocational education is to combine the traditions of Ukrainian pedagogy and foreign experience in shaping the student's personality, capable of active independent action, which will create a dynamic, mobile, competitive model of the domestic system of vocational training of specialists for various industries and service sectors. The content of the article highlights the features of innovation processes in the system of Ukrainian vocational education. The authors reveal the relationship between the growth of the level of innovative competence of the teacher and the effectiveness of the realization of his creative potential in the process of development and implementation of modern educational practices in educational and organizational, scientific and methodical work in vocational education institutions. The article identifies and analyses innovative aspects of development of methodical competence of a vocational education teacher.

Цікавою є думка автора про те, що заклади вищої освіти підтримують дистанційне навчання через його практичну й перспективну затребуваність, а в умовах карантину як швидку допомогу, яка підтримує неперервність освітньої діяльності. Через оцей «пожежний варіант» науковці змушені досліджувати як позитивні сторони, так і тривожні проблеми, до яких можна віднести неготовність матеріальної бази багатьох закладів вищої освіти (відсутність дистанційних центрів чи платформ), психологічна неготовність викладачів покоління Х і У (50-60-ті роки народження) активно використовувати дистанційні форми і методи навчання, відсутність певної частини студентів під час онлайн-навчання, і, на нашу думку, найсуттєвіше -проблеми із соціалізацією й вихованням здобувачів. Цей процес потребує тісного зв'язку з викладачами (вчителями). Зазначається роль європейських закладів вищої освіти, які переходять на цифрове навчання, розробляють свої навчальні платформи, інформаційну систему рідною та англійською мовами. Автор наполягає на необхідність адаптуватися, бути на гребні змін, вміння критично та креативно мислити, працювати з інформацією, яка швидко змінюється, -все це вимагає від сучасного викладача розвитку в собі і студентах надпрофесійних гнучких навичок, емоційної компетентності. Ключові слова: дистанційна освіта; дистанційне навчання; світовий освітній тренд; метанавички; здобувачі вищої освіти А Luchaninova Olha. Distance learning as global educational trend: realities and prospects for higher education institutions of Ukraine. The article considers distance education and scalable digital university as a centre for the implementation of educational programs. The idea is based on the higher education development strategy developed for Ukraine for 2021-2031, according to which virtual universities are focused on expanding access to higher education for various categories of the population as well as the dissemination of best practices. The literature analysis revealed various problems and tasks related to distance education: methods for organizing distance learning in information disciplines based on interactive technologies and a combination of synchronous and asynchronous modes of distance learning during quarantine restrictions; online learning platforms (Moodle, G Suite for Education); main technical problems that limit the correct and optimal functioning of the distance learning platform. It is emphasized that universities, which present themselves as centres of research and educational activities, use the potential of distance learning, offering distance learning courses, short courses and the like. Higher education institutions support distance learning due to its practical and long-term demand and in quarantine conditions as a tool that supports the continuity of educational activities. Therefore, scientists are forced to study both the positive aspects and the problems, which include the unpreparedness of the material base of many higher education institutions (lack of distance centres or platforms), psychological unpreparedne...

The article presents a philosophical understanding and real interpretation of the existence and evolution of pedagogical (educational) discourse in the postmodern space. The results of scientific research are analyzed and the structural-semantic relationship of the concepts, terms and categories associated with the terminological field “discourse” is defined. The authors raise the problem of the postmodern significance of discourse in the period of the global transformation of the educational environment, caused by the pandemic COVID-19, which has put humanity before the fact of actualization of remote communication and receipt of educational services. The authors believe that distance learning should be provided with strong technical and technological support on the one hand and the use of this vector set of educational, pedagogical, learning and development technologies in the preparation of future specialists in the system of higher education on the other. The article deals with new approaches to the application of discourse-supporting technologies and methods. Thus, the emphasis is placed on the relevance of an open informational and educational environment of higher education institutions in the postmodern space where the role of discourse as a constructive tool of postmodernism is determined by the new interpretation, and the teacher becomes a generator of innovations in this context.

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