The article clarifies the fact that the creation and use of new software for information and communication technologies in order to improve the speech quality of education is actual. After the analysis and synthesis of scientific and methodological ideas, the genesis of electronic language pedagogy (ELP) was determined as a science, and the main components of its tools were also determined. The subject of the research is the didactic conditions of the use of electronic tools in the language pedagogical training of a future primary school teacher. The aim of the article is to reveal the peculiarities of the use of electronic language pedagogy as an effective innovative scientific and methodological approach in the training of a future primary school teacher. The theoretical and methodological basis of the study is the classical and modern heritage of world and national pedagogy and research on the problems of educational informatization. The following complex of research methods has been applied: theoretical analysis and synthesis of literary sources, electronic publications, computer and network resources of educational purpose, systematic analysis of the essence of ELP, components of its tools, methods of expert assessments, questionnaires, interviews (190 people took part in them) in the process of identifying priority directions of electronic tools' implementation in professional training, a method of observing the educational process of training a future primary school teacher in the course of work with electronic learning tools. The authors have proved that the main resource components of e-language pedagogy are various means of communication (chats, forums, e-mail, blogs), educational, scientific, informational, reference materials, personal sites of lecturers, electronic textbooks, electronic educational-methodical complexes. Therefore, according to the conducted observations, the use of components of electronic language pedagogy stimulates students' interest in mastering their specialty, helps them to understand professional issues and to realize themselves in the educational process.

The introduction of distance learning was the feature of teaching students during the last third of 2019-2020 academic year in the conditions of quarantine measures for SARS-COV-2. Partly traditional and partly distance learning fragmentariness of this academic year of different students’ groups allows substantiating the possibility and necessity of the comparative assessment and comparison of the results of these teaching approaches. The purpose of the study was to assess the features of the influence of traditional education and distance learning on the graduate students’ performance in “Internal Medicine” based on the results of the state exam. Materials and methods. The study of the results of the final exam of the 6th year students of the Medical University of the IV level of accreditation was carried out. The examination for distance students was held using “Standardized patient” model which was in the form of the situational task based on a real clinical case with laboratory instrumental data in the subdisciplines of Internal Medicine (“cardiology”, “pulmonology”, “gastroenterology”, “endocrinology”, “nephrology”, “rheumatology”, “hematology”). We identified 2 main groups for the comparative analysis. Group I consisted of 110 students who studied during the autumn and early spring terms in the context of traditional education with practical training of full value. Group II included 55 students who were taught in the form of distance learning using such educational platform and resources as Google Classroom, Google Meet during the spring term. Statistical processing of obtained results was carried out using the Statistica-Stat-Soft, USA and Microsoft Excel software package. Results and discussion. The analysis revealed the small differences in the levels of current academic performance in the subject of Internal Medicine in the context of distance learning in relation to the traditional one. When comparing the results of the two training forms we noted prevailing results of qualitative progress with the most pronounced differences in the subdisciplines “cardiology”, “gastroenterology”, in Group 1 and they reliably depended on the academic ranking in the discipline. The nature of the decline in the levels of general and high-quality academic performance based on the exam results with the most pronounced differences in the subdisciplines “rheumatology” and “gastroenterology” did not correlate with the academic ranking indicators of the current training in Group 2. When analyzing the structure of standardized exam questions, the highest efficiency of the answers was demonstrated basing on the skills of “Diagnosis of the leading syndrome”, and “Determination of a preliminary clinical diagnosis”, “Determination of the plan of examination, prognosis and prevention” in the general discipline and, especially, in such subdisciplines as “cardiology”, “gastroenterology”, “nephrology” in both groups, and, with Group 1 predominating. The lowest rates of the answers of Group 2 were recorded for the skills “Treatment, management tactics”, “Evaluation of laboratory and instrumental methods of examination” in the discipline in general and to a greater extent in the subdisciplines “gastroenterology”, “endocrinology”, “rheumatology”. Conclusion. The study showed a negative tendency of the peculiarities of the influence of the distance learning form on the current and final academic performance in the absence of the possibility of mastering theoretical material during direct work with the patient. The use of distance learning is possible as an addition to the traditional one in the blended learning and is promising in the implementation of high-tech informative methods to improve the quality of self-preparation of students for classroom studies

Within the article, the peculiarities of the improvement of the informational culture of the future teacher of the primary school as the process of knowledge and means which influence the actualization of the informational activity were determined. During this activity, the future teacher expresses his or her aesthetic tastes, requirements, interests, ideas, judgments, beliefs and intellectual abilities which begin to form within the student due to the leadership of the teacher. The goal of the article is the elucidation of modern methodical approaches to the improvement of the informational culture of the future teacher during the process of studying linguistic disciplines. The subject of the research is the pedagogical conditions of the increasing of the informational culture of the future specialist. The theoretical-methodological basis of the research is made up with: classical and modern attainments of the world and national pedagogics, modern research on problems of the education's informatization, the activity theory of teaching and development of the personality. For the achievement of the determined goal and the solution of the determined tasks there was implemented the complex of research's methods: theoretical -analysis of the psychological, pedagogical, educational-methodical literature on the research's problem; synthesis and generalization, comparison; work with the experience of teachers of high educational institutions, determination of the conceptual apparatus of the research; empirical -observation and analysis of the pedagogical phenomena and processes, collective and individual conversations with the aim of the revealing of the main contradictions and disadvantages within the education, within methods and educational processes for the detection of the students' understanding of the informational means of teaching, oriented on the increasing of their informational culture.Within the article, there were also determined the criteria of the informational culture of the future primary school teacher: informational activity, informational consciousness, informational-communicative readiness, informational thinking, and informational readiness. It is proved that the increasing of the informational culture of the future specialist for the primary school is able to become such an instrument which would give the opportunity to improve simultaneously the quality of the education and to become the environment and to provide the environment within which the new culture of teaching would be able to develop in. The strategic goal of the development of a system of increasing the qualification of the pedagogical staff foresees the augmentation of the openness and accessibility of the educational services and orientation on the individual demands of each student.

The current state of the system of higher medical education is grounded on many factors including the growing volume of specialized information and the need to expand the level of students’ independent work as well as the conditions of certain restrictions independent of the educational system associated with quarantine measures, etc. This situation predetermines the model of blended learning and the search for both new and improvement of traditional methods and approaches for achieving a high-quality educational process, the purpose of which is to train a highly qualified future internship doctor. Relevant introduction of innovative methods along with the classic teaching “at the patient's bedside” both independently and together with the teacher is one of the motivating components for the student to master the discipline “Internal medicine”. There may be the following variants of interactive forms of learning: role play, work in small groups, case method, lesson-conference, creative tasks: thematic crosswords, quizzes; interactive video courses; methodology in the form “brainstorming”, “discussion”; research work), using different computer multimedia training programs, the department's website, electronic textbooks, online conferences, webinars and other high-tech tools. Of course, the model of distance learning introduced by higher education recently cannot replace traditional education, where the basic skills are formed in the field of practical improvement of the patient’s examination and treatment, but it can supplement it in the context of blended learning. In case of being properly applied and as a part of blended learning this model can really improve the interaction between a teacher and a student while preparing for the classroom lesson and during the student's independent work. In this case, the importance of independent theoretical training for a practical lesson becomes crucial with the growth of the motivational component in the conditions of organized interaction and control of academic performance making it possible to increase the volume of practical work with patients in the classroom. Conclusion. Using traditional, interactive and high-tech methods that complement each other in blended learning, the application of an integrated approach helps to improve the quality and effectiveness of education, expands the ability to form the experience of the student's creative and innovative activities which ultimately affects the future doctor’s competence

The article substantiates the importance of soft skills. Through the analysis and synthesis of scientific and methodological sources, it has been found that soft skills are flexible, sometimes unprofessional, acmecompetences (acme - peak, peak, higher degree of something, prosperity) for the successful performance of professional duties. It is proved that the new communicative environment enables productive organization of participants of educational process, encourages creativity by means of developing potential of methodical and technical receptions, operations in the form of various documents (working materials) directed on reception of information, with a powerful didactic resource for studying professional disciplines. Analysis of the professional standard «Primary school teacher of general secondary education», which is based on the job functions of the teacher, and provides a revision of attitudes to professional qualities and changing stereotypes of his professional development allowed to identify a number of flexible skills to be formed in accordance with the job functions . It was found that these include leadership skills and ability to work in a team, the ability to teach and negotiate, the ability to set and solve tasks, time management, focus, effective communication skills, presentation, stress, creativity, creative approach to solving problems and analytical skills, etc. Emphasis is placed on the communicative aspect of flexible skills. An employee with strong interpersonal skills is able to clearly articulate their needs, expectations of the team and the environment, listen carefully to how they are formulated by others. He should communicate with the participants of the educational process in such a way that everyone has the feeling that he was heard and understood, and even the refusal was made professionally, leaving no residue of indifference and hostility. Exercises and tasks for the formation of soft skills during the study of methods of teaching the Ukrainian language are offered. The contents of the thematic portfolio as a means to present the level of mastery of such skills is highlighted. Key words: soft skills, Methodology of teaching Ukrainian language, primary school teacher, communication, portfolio.