Blended learning in professional training of teachers

Abstract

Relevance. The issue of blended learning in professional training of teachers is extremely relevant. This increased interest is due to the spread of the acute infectious disease COVID-19, as all public spheres of activity of citizens have been transferred to a blended format. Purpose. The aim of the work is to analyze the main features of the blended format of training, as well as to establish the necessary level of knowledge and training of teachers for its effective implementation. Methodology. The article used a number of scientific and methodological tools that helped to reveal important elements of the studied question. Accordingly, an important place in the work is occupied by functional and system approaches, in addition, such logical methods as the method of analysis and synthesis, comparison, generalization, deduction. Results. The main results of the study are the theoretical and practical bases of the question under consideration. In the theoretical part the basic concepts, their properties and attributes, undoubtedly related to the sphere of professional competence of the teacher were revealed. On the practical side, it compares the main approaches used so far to train future teachers in the delivery of learning services, namely in a blended format. In addition, the article considered the experience of other countries, which helped to study in depth the features of the studied issue and to establish promising directions that can be applied in Kazakhstan. Conclusions. In future scientific works on this topic it is necessary to analyze the main differences between distance and blended learning in order to distinguish the directions of teacher training. Keywords: teaching and learning process; teacher; advanced training; competence; distance learning