The worldwide spread of COVID-19 pandemic poses new challenges to higher education, in general, and to pedagogical education in particular. The transition to distance education can minimize the impact of the pandemic on the teacher training system. The purpose of the article is defining approaches to teaching online pedagogy courses at the university. Didactic effect was determined of the complex use of Moodle and Prometheus online platforms, Zoom webinar software, mobile learning technologies and various web servers for teachers in the course of online teaching of pedagogical disciplines to future teachers. The results of the study indicate their flexibility, multidimensionality and ability to provide interactive learning. It has been found that an important condition for the effectiveness of distance learning in quarantine is the provision of educational and information support for teachers and students. Most of the students positively accepted the proposed methodology, and the teachers noted an increase in students' motivation for learning and their cognitive activity. The results of the study indicate the appropriateness of using the selected platforms and tools in teaching online pedagogy courses at university.

As more and more adults in Ukraine and other countries continue to study throughout their lives and may acquire more than one qualification, the average age of students of higher education institutions is increasing, and therefore the foreign language learning at university should be organised in the same way as with working adults. In this regard, it is important to understand that a modern student is an adult learner who has a number of characteristic features that distinguish him/her from a child as a learner and thus should be considered in the learning process. In our article, based on the practical experience of English language teachers of the

The article discusses best practices of American adult educators. The basic terms related to the topic, which are used in academic literature, are defined. Considering the range of terms synonymous to "adult educator" (teacher, instructor, trainer, practitioner, facilitator, mentor, educator, resource person, programme advisor, etc.), the roles adult educators play are described. The article concentrates on identifying the most important barriers to learning of adults (situational, dispositional, institutional, environmental, emotional) understanding of which is necessary for adult educators. Previous experience of adults is described as one of possible reasons for resistance to learning. The paper also reveals methods which adult educators use to overcome the barriers and facilitate adult learners in reaching their educational goals, the importance of flexibility for adult educators, providing choices for adults and ways of getting feedback. The eclectic approach to teaching adults, which may combine learner-centred teaching, content-centred teaching, reflective teaching, cooperative learning, experiential learning, and even traditional teaching, is found to be most appropriate. Thus, the article suggests considering the needs of adults, not adherence to a certain theory or approach, to be of utmost importance for adult educators. Best practices of American adult educators include: theory followed by practice, equal participation, team work, availability of choices, different types of assessment and reflection, which ensure practice, variety and enforcement.

The article defines pedagogical facilitatiofesn as one of the key factors of teacher's professionalism that includes both personality features (purposefulness, attitudes, relationships, motives and values), and their use in professional activities and communication (individual style of activity, communicative competence, etc.); as an innovative approach to teaching which promotes interest, cognitive activity, consciousness of the learner, realization of personally meaningful goals in the learning process and setting up creative learning environment. Essential characteristics of teacher facilitation are revealed: understanding and support as foundations for the interaction of teacher and learners as also learners with each other, recognition of the right of each participant of the interaction to have his or her own opinion, recognition of each individual as a unique personality, collective responsibility for decision making. The concept of facilitation is analyzed, according to which the algorithm of educational actions of the teacher is presented as an "Attribution ring" which involves the facilitation of motivation activities, goal setting, search of the subject of knowledge, search of learning methods, search of means of knowledge acquisition, realization of the learning process, and reflection. The features of facilitative communication are outlined; the educational action in facilitative interaction is proved to be determined by the psychological safety and psychological freedom as also by the empathy of the teacher, his or her professional and teaching tolerance and communicative competence, congruence, the creation of conditions for facilitative communication and facilitative influence. The psychological factors of educational action in facilitative interaction are identified: the importance of learning for learners; congruence of the teacher; psychological safety and psychological freedom, creation of conditions for facilitative communication.

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