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Abstract: The restructuring of the modern vocational training system to answer the challenges associated with achieving new educational results requires updating teaching methods in the context of highlighting the prospects of their significance in the development of the didactic environment. In the framework of the assumption that the updating of traditional and the emergence of new teaching methods are influenced by various spheres of human activity, the factors leading to the emergence of modern teaching methods in a specially allocated social purpose object – the information and communication space – are indicated. As a scientific approach to establish mechanisms and prospects for changing teaching methods under the influence of integration of factors of various fields of activity, a paradigm approach is chosen. Based on the analysis, pair comparison and generalization of the factors of social, spiritual, moral (religious), economic, technical and pedagogical spheres according to the rule: “integrative intra-sphere features” – “factors” – “conclusions”, the matrix of the “Modern” educational paradigm is filled, described as follows: the conceptual-methodological and psychological-pedagogical components of the didactic environment – the “metaphysical part” of the matrix, material-technical – “value setting”, subject-methodical the second one is “generally accepted patterns”, the subject-administrative one is “recognized examples”. Theoretical modeling, generalization, and disciplinary specification of the results made it possible to construct a lattice of the matrix of teaching methods for teacher education and to highlight significant teaching methods in the preparation of modern teachers. Scientific novelty consists in using a paradigm approach to the study of a new object – the information and communication space to obtain knowledge about the educational methodology of modern methods of vocational training. The theoretical significance lies in filling the lattice of the matrix of vocational training methods of the «Modern» educational paradigm, and the practical significance lies in highlighting promising methods for training teachers in the didactic environment of information and communication space.