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Документ A New Paradigm of Adult Education in the Context of Foreign Language Teachers’ Advanced Training at a Higher Education Institution(СумДПУ імені А. С. Макаренка, 2020) Довгополова Ганна Геннадіївна; Dovhopolova Hanna Hennadiivna; Глива Яна; Hlyva Yana; Мишакова Вікторія Володимирівна; Myshakova Viktoriia VolodymyrivnaAreas and approaches to professional foreign language teachers’ development at higher education institutions are discussed in this article. Teaching foreign languages requires from teachers not only the methodological and pedagogical competences development, but also constant work aimed at maintaining the required level of foreign language proficiency. Maintaining language competence requires systematic learning of language skills (pronunciation, vocabulary, grammar) and aspects of speech activity (speaking, listening, reading and writing), which puts the teacher in need of interaction with native speakers or those who use the language taught to track new linguistic phenomena. The directions and opportunities for professional foreign language teachers development in the professional development context at a higher education institution are considered. Advanced training can be carried out in the direction of support of language and speech skills; preparation for the international exam and/or mastering the format of the international exam in order to prepare students for these exams; development of methodological and pedagogical competence; acquaintance with new documents (standards, regulations, rules, etc.) and innovations. The modern Internet resources which allow to solve various problems for a professional level increase of foreign language teachers are allocated. It should be noted that knowledge of a foreign language opens up opportunities for professionals in various fields. Distinctive features of the adult education format in the context of advanced training at a higher education institution are: openness (access to courses is provided via the Internet); multimedia (video, audio materials and other technological solutions are widely used in the courses); interactivity (active interaction of participants in the educational process with each other through participation in forums and chats); free or conditionally free training (most often the training materials are publicly available, but the receipt of documents is carried out for a fee); leading institutions of higher education are engaged in the development of courses.Документ Smart Technologies in Teaching Foreign Languages in the Master’s Training Process at the Higher Education Institution(СумДПУ імені А. С. Макаренка, 2019) Глива Яна; Hlyva Yana; Довгополова Ганна Геннадіївна; Dovhopolova Hanna HennadiivnaThe article describes the current problems of foreign language teaching of professional direction students in master’s training process at the higher educational institution in order to develop and improve their professional competence by means of internet technology. The article substantiates the necessity of using SMART technologies in teaching a foreign language of the professional direction, formulates the basic principles of their functioning and basic characteristics. Using the example of SMART technology tools (webinars, social networks, blogs, e-learning systems of foreign language teaching, SMART tutorials), the authors analyze the relevance and validity of their use from a didactic point of view, emphasize the need for continuous improvement of the learning process with their help.Документ Social Competence in the Professional Competence Structure of the Future Teacher of the Higher Education Institution(СумДПУ імені А. С. Макаренка, 2020) Максименко Тетяна Михайлівна; Maksymenko Tetiana Mykhailivna; Глива Яна; Hlyva Yana; Александрова Анастасія; Aleksandrova AnastasiiaThe article highlights position of the authors on the place of future teacher’s competence in the professional competence structure. The scientific approaches to the determination of the notions “competence” and “competences” are presented. The authors’ definition of the concept essence of future teacher’s social competence is offered. The structural analysis of social competence is carried out and its components are defined. The importance of partnership cooperation of the future teacher for creation of favorable conditions for training and education in the higher educational institution is substantiated. The realization ways of social competence of the future teacher in the structure of professional competence are highlighted.