The success of education reforming under the conditions of integration into the European and world educational spaces largely depends on reorientation of teacher on the new problems solving, using present-day technologies and strategies. In the system of in-service teacher training in Ukraine in last decade the investigation is held concerning the development of teachers’ readiness to perceive European values and introducing the European dimension in education.

The aim of theoretical searches is to construct the diversified didactic model of the training process in the in-service teacher training system taking into consideration learning peculiarities of different categories of teachers and educational managers and directing on integration into the European educational space. In particular, the group of authors constructed the structurally-functional model of the training process oriented on the introduction of the European dimension in education and European values.

Main structural components of the model, interaction of which ensures its functioning and integrity, are: diagnosing, purpose-oriented, content, technological, checking and evaluating components.

Diagnosing component includes analyzing the primary level of directing on the European integration. Psychological aspect of readiness includes the presence of personal characteristics needed for due accepting and comprehending the Eurointegrational processes. Sociological aspect includes the analysis of the educators’ attitude to the process of the European integration, possible factors of orientation on the European space, actual students’ needs in introducing the Eurointegrational processes in the in-service teacher training system. Didactic aspect means ascertaining the state of scholarship in certain problems, presence of formed key competences.

Purpose-oriented component. The basis of subject training objectives in the context of Eurointegration issues may be developed by the new European teacher profession qualifying requirements: high qualification, continuing education, mobility, partnership, cooperation.

Content component includes content filing the mentioned objectives realization in accordance with present-day demands concerning the content of education and training. Leading principles of current content of education and training are: functional completeness of the educational content components; differentiation and integration; continuity of education; professional context; presence of different components in the content of education and training – its inclusion into cognitive experience, reproductive, productive and creative activity, and experience of emotionally-valuable attitudes; expediency; module structure of training content; individualization.

Technological component of training includes improvement of the training process organization, its systematization, constructing on the technological foundation. In the given model basis is the understanding of the training process as independent students’ training activity, which is accompanied with nondirective, facilitating management.

Checking and evaluating component it terms of mentioned model of management means monitoring the state of educational environment, realizing the mentioned principles, completing the aims put, receiving the feedback about the training results.

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