Technology of Development of ICT Competence of Methodologists of Regional Services in the Process of Advanced Training

У статті розкрито структуру технології розвитку ІК-компетентності методистів міських (районних) методичних кабінетів (центрів), працівників методичних служб об'єднаних територіальних громад у процесі підвищення кваліфікації, виокремлено складники технології: концептуальний, цільовий, змістовий, процесуальний, оціночно-рефлексивний. Автор описує мету, обґрунтовує вибір підходів, принципів, змісту, форм, технічних засобів для реалізації технології, висвітлює психофізіологічні умови навчання дорослих слухачів, описує теоретичні та емпіричні методи дослідження, аналізує результати анкетування слухачів у ході експериментальної діяльності, планує подальшу роботу над дослідженням, спрямовану на коригування технології відповідно до результатів моніторингу.In the context of reforming postgraduate pedagogical education, it is important to update the content, forms and methods for improving the skills of teaching staff. The article describes the structure of the technology of development of information and communication competence of methodologists of city (district) methodical offices (centers), workers of methodical services of the united territorial communities in the process of advanced training, the components of technology are distinguished: conceptual, purposeful, content, procedural, evaluative-reflexive. The author describes the purpose, justifies the choice of approaches, principles, content, forms, technical means for implementation of technology. The researcher analyzes the actual studies of modernization of the system of advanced training in modern conditions, the issue of organizing the educational process using the open educational environment of the education institution, introduction of distance learning technologies, describes the theoretical and empirical methods of research. Particular attention is paid to the psycho-physiological conditions of adult education. The conceptual component describes the approaches (andragogical, competency and axiological) and the principles on which the educational process is based (forward-looking development, facilitation, independent and creative activity, systemic, continuity and cyclicity, humanization, reliance on the experience of the learner, variability, individualization, adaptability, flexibility, etc.). The author draws attention to the importance of an effective combination of formal, informal and non-formal education in the process of qualification improvement of methodologists. The article also describes organization of the learning process at extended long distance trainings, analyzes technical features of the use of the Google Classroom Courses Management system, as well as the platforms for conducting Webinars for Adobe Connect. The author analyzes the results of the questionnaire of the students during the experimental activity: development of IC-competence of methodologists, assessment of conditions created for them during the educational process, methodologist’s suggestions regarding the topics of the following module, plans further research aimed at adjusting the technology in accordance with the results of monitoring. The research has practical significance; this technology can be used when training adult listeners for distance learning