Despite an extensive body of research the issues of teachers' continuous professional development are of particular importance for modern pedagogical theory and practice. The article outlines the features of public school teachers' professional development in Australia. The study employed a range of theoretical and applied research methods, namely comparative and historical, induction and deduction, logical, analytical, descriptive and statistical as well as questionnaires and interviews. The article specifies the functions of teacher professional development, its elements and components. It analyses the legislative basis and the genesis of Australian teachers' professional development standards. The article identifies the specificities of teacher professional development implementation in Australia. The results show that teacher professional development is a continuous process of deepening knowledge, improving skills and competencies, forming values and attitudes. The methods helped in revealing the interconnection between continuous professional development and educational reforms, the forms, models and methods of CPD of Australian and Ukrainian teachers. The results of the survey showed the potential for the system of Ukrainian continuous teacher education development and the possibilities of Australian experience adaptation taking into account our rich educational traditions.

The main purpose of the research is to analyze information and communication technologies in the process of teaching students in the context of cognitive development. Every year the issue of ensuring an appropriate level of information services for the educational process becomes more and more urgent. Expanding the influence of information and communication technologies on the learning system is an ongoing and ongoing process. Information and communication technologies are a set of methods, tools and techniques used for the selection, processing, storage, presentation, transmission of various data and materials necessary to improve the efficiency of various activities. The result of our research is to identify the main aspects of information and communication technologies in the process of teaching students in the context of cognitive development.

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The main purpose of the article is to study the main aspects of the formation of the pedagogical competence of a university teacher in leading countries. The idea of ​​forming a unified educational space as an integrative system in an information society has caused a change in the cognitive situation in science, which begins to acquire excessive subject diversity associated with an immense number of information flows and with the fact that knowledge acquires a new meaning in a post-industrial society. Modern information and telecommunication technologies have led to the emergence of new methods of cognition and communication, have significantly updated the research arsenal aimed at studying nature, culture, and society. In these conditions, the issue of professional development of scientific and pedagogical workers becomes especially acute. Taking this into account, an urgent need arose in universities to create conditions for professional competence, increase the requirements for the responsibility of teachers for the results of professional activities and improve the procedures for assessing the level of professional competence of scientific and pedagogical workers. As a result of the research, the most successful foreign experience of the process of forming the pedagogical competence of a university teacher was analyzed.