The purpose of the publication is to publish the results of a study that reveals how the intensity of the use of ICT in educational activities affects the formation of professional competencies of primary education teachers. With this in mind, the aim of the study is to establish the role of ICT in shaping the online competencies of primary school teachers, to study the content of the competency based approach and the participation of social media platforms and software applications.  The object of this study is a complex of ICTs, which actively participates in the formation of competencies of teachers of primary education. The implementation of the objectives of the study requires a set of methods and theoretical analysis and synthesis, as well as methods of comparison, grouping and specification (determination of the research data on the formation of professional competencies of primary school teachers).  The results of the research were obtained through the use of qualitative studies (standard focus groups) with subsequent analysis and report preparation. The results of the analysis are used to determine the content and interaction of key and professional competencies in the field of primary education and the high level of use of ICT tools.  Almost 80% of students aged from 20 to24 used the use of Twitter, Telegram, Facebook in remote education during the academic year 2019/2020.The presented work concludes that the use of ICT, like social media platforms, software applications, software and messenger clouds, increases the level of online competence of teachers and expands the range of professional competencies. The constant modernization of educational content based on Twitter, Telegram, Facebook, etc. should be promising for the formation of key and professional competencies and strengthening motivation in the training of primary education teachers.

The research of the physical development of men in the early middle agewith different types and levels of biogeo- metric profile in the course of health fitness classes are presented. Subjects: 50 men of 35-45 years old engaged in physical activities. Visual screening of the biogeometric profile state of men’s posture has been used to assess the indicators in the sagittal and frontal planes. It was specified the indicators of the state level of the biogeo- metric profile of the different types of posture with men in the early middle age. Comparative analysis of indi- cators of functional assessment of men's movements (using Functional Movement Screen) showed statistically significant decrease (p<0.01) in motor skills in all test exercises depending on age. Analysis of variance showed that the level of the state of the biogeometric profile of posture of men of the early middle ageis statistically sig- nificant (p<0.05) affects the functional assessment of the movement. Analysis of the dependence of functional assessment of movements on the level of biogeometric profile of the posture of men 36–45 years found that the maximum differences are observed between men 36–40 years and 41–45 years with a high level of biogeometric profile of their posture, and the minimum in men with average level, however, there are no statistically significant differences between the functional assessment of the movement of men 36–40 and 41–45 years with different levels of biogeometric posture profile.

The successful solution to the problems of modern primary education is directly related to the success of teacher training and professional development, to the change of methodological approaches to the process of forming the professional qualities of teachers. It depends on the effectiveness of the system of methodological work of general secondary education institutions. The article aims to highlight the main trends in the study of the effectiveness of the formation of professional qualities of primary school teachers from a methodological point of view. Moreover, it seeks to identify the key practical aspects of this problem in the scientific literature. Methodology. In the course of the study, the analytical and bibliographic method was applied to study the scientific literature on the formation of professional qualities of primary school teachers. Induction, deduction, analysis, synthesis of information, systemic and structural, comparative, logical, and linguistic methods, abstraction, and idealization were involved in the study and processing of data. The authors of the study also conducted an online questionnaire survey, which served to practically clarify the most important issues related to the methodological aspects of the formation of professional qualities of primary school teachers. Results. According to the results of the study, the main most important theoretical aspects of the issue of methodological support of the quality of primary school teachers' work have been identified. Moreover, the point of view of scientists and heads of general secondary education institutions on certain practical components of this process has been investigated.

The article is devoted to the improvement of cross-cultural competence for future teachers. The study aims to develop directions and tools for the cross-cultural competence of teachers at different levels of organization and regulation of teaching education in the conditions of integrative processes. The study's central hypothesis is that cross-cultural competence cannot be formed by implementing educational programs and requires an integrated approach at all levels of the pedagogical process. The relevance of the methods and tools for the cross-cultural competence formation of the future teacher in the conditions of integration processes is determined by three factors: transformation of the labor market, aggravation of intercultural perception problems in the world, insufficient amount of scientific research on this topic. The research methods are used: analysis, synthesis, systematization, comparison, induction, and deduction. The study results allowed to form recommendations for the cross-cultural competence development of the future teacher at the individual, teaching, institutional and regulatory levels. The main content of the recommendations is the possibility of organizing practical communication experiences between students of different nationalities. The study's practical significance consists in the possibility of its use in the educational programs of pedagogical institutions of higher education.

The article highlights the peculiarities of future teachers' preparation for the organization of augmented reality virtual excursions in educational institutions. The pedagogical conditions of preparing the future teachers in higher education institutions for virtual tours as an important form of the educational process are substantiated. The pedagogical conditions and conducting such excursions of augmented reality in local educational environments are found out on the basis of BYOD concept. The differences, advantages and disadvantages of virtual, augmented and mixed reality excursions in the educational process of pedagogical institutions are also analysed. The ways of realization of the offered approach are presented, in particular creation of the routes of excursions in education by means of QR codes, which extends the boundaries of conducting excursions in space and in time, makes this form of training more flexible and systematic. The stages and peculiarities of creation the excursion routes in local environments of educational institutions were grounded, the method of diagnostics of certain aspects of students' knowledge about the conditions of the creation of virtual excursions in local educational environments is presented. Attention is paid to the importance of future teachers' media education as they will design the educational environments including modern informative and pedagogical innovations, and the logic of the evolutionary change of computerized textbooks and online educational resources for mobile learning is proved. The concept of augmented reality opportunities opens wide prospects for the introduction of learning innovations in all forms of educational process organization.