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The purpose of the scientific treatise is to investigate and intensify competence-based readiness of future teachers to professional activities in educational institutions, namely, the interrelated competencies of leaders’ communication competence (LCC) and communication components of global competence (GC). To do this, jigsaw activities & opinion sharing methods were applied to the educational environment of the students of the experimental group. In the process of achieving the goal of research the following methods were used: qualitative-quantitative and contrastive-comparative analysis of the obtained experimental data, statistical-mathematical interpretation of empirical data and their functional analysis, ascertaining experiment method and educational experiment method. The results of the educational experiment prove that on average the representatives of the experimental group managed to score 11.9 points more (9.6%) in accordance with the developed diagnostic paradigm of advanced communicative traits of modern teacher. The improvement of communicative competencies in the behaviour component was the most noticeable within the communication components of GC. The result is 10.0% higher in the experimental group, especially regarding the Skills component both within the LCC (10.3% higher in the experimental group) and within the communication components of GC (the difference here was 17.5%). The applied methods confirmed the positive effect on the development of vocationally orientated communicative competencies of student teachers.

The article presents an empirical research of the problem of educational edification in the axiological plane, analyzes scientific literature, history, and strategies of edificatory changes in response to contemporary challenges in primary education, substantiates the features of cultural and historical and pedagogical processes related to the changes in pedagogical mentality in the context of edification and the new paradigm of education. The essence of edifying changes in the sphere of human culture and educational activity as a part of this culture are analyzed, including systematized general historical and pedagogical and general pedagogical foundations of edification in elementary education through educational dialogue as the means of active formation of a personality of the younger student. It is established that valuable and epistemological anthropocentrism determine the specifics of social philosophical analysis of the role of humancentric education, that sociocentrism of the sociological approach promotes the integration of modern theories into a unified methodological educational strategy, and that in the world a hermeneutical-dialogical tradition has been created, according to which a person develops through action and dialogue that which connects him with culture and the world. The credibility of the research results was confirmed by means of a Mann-Whitney U-test and the accuracy criterion for the differences of averages of the student's t-test for independent selections. On the basis of the research conducted the problems and directions are defined, and strategic, general pedagogical means of changes bringing edification through educational dialogue in primary education are outlined as an effective direction of its reformation.

To analyze the peculiarities of teaching the surgical discipline among Ukrainian-speaking and English-speaking students of medical faculties of the 5th year.Material and methods. The analysis involved 10 groups of medical faculties №1, №2 and №3. The total number of students who took part in the analysis was 125, of which 76 were Ukrainian-speaking (60.8%), English-speaking - 49 (39.2%).Results. As a result of the analysis, a better and faster adaptation of the student society to distance learning was revealed in comparison with teachers. Due to the fact that surgery is a clinical discipline and is practically oriented, it requires the use of a significant amount and volume of multimedia materials, as well as high-quality photo content. Considering that the Department of Surgery №2 conducts active treatment and diagnostic work, the availability of multimedia material, photographs of clinical cases in dynamics, as well as other thematic content, did not create difficulties for the transition to distance learning and allowed the department to quickly adapt to the difficult conditions of the educational process. At the same time, when demonstrating to students the video material with the teacher's comments, one could notice that some of the students (32%) did not follow the demonstration of the material.Conclusions. The undoubted advantage of distance learning is that the educational process can continue, despite any challenges of modern life. Teachers and students can interact in real time and solve problems of the thematic plan. However, there remains a significant drawback of this form of education - it is the impossibility of objectively assessing the level of knowledge and skills of the student in the conditions of the student's use of outside sources and prohibited ways to answer questions.

У статті на основі аналізу наукових студій сучасних дослідників та діяльності закладів вищої освіти в країнах Європейського Союзу і України обґрунтовано актуальність і доцільність підготовки майбутніх учителів/ викладачів іноземних мов на засадах лінгвопедагогіки. Розкрито їх роль у створенні сприятливого іншомовного освітнього простору для безпосереднього спілкування суб’єктів процесу навчання (викладач і студенти, викладач і студент, студент – студенти, студент – студент) та залучення до нього носіїв мови і сучасних педагогічних технологій з метою формування навичок міжкультурної комунікації та набуття професійних компетентностей здобувачами освіти. Проаналізовано зміст загальнопедагогічних і лінгводидактичних дисциплін як основи теоретичної, практичної та дослідницької підготовки майбутніх фахівців іншомовної освіти в університетах Польщі, Чехії й України та вдосконалення їх навичок усного і писемного спілкування в полікультурному середовищі. Констатовано, що в цьому багатоаспектному процесі, заснованому на положеннях Загальноєвропейських Рекомендацій з мовної освіти, кожна держава-учасниця Європейського Союзу враховує національні традиції і досвід навчання іноземних мов, досягнення світової лінгвопедагогіки, індивідуальні запити і потреби своїх громадян, наявність досвідченого науково-педагогічного потенціалу. З’ясовано, що вивчення дисциплін педагогічного та лінгводидактичного циклів сприяє формуванню у майбутніх фахівців ґрунтовних теоретичних знань, розуміння процесів розвитку, соціалізації, виховання та навчання зростаючих громадян Європи, набуттю професійних компетенцій для успішної діяльності в Європейському освітньому і науковому просторі.