Pedagogical Experience Research Articles

Готовность педагогов образовательных организаций к популяризации, распространению и внедрению психолого-педагогических знаний в образовательную практику

The article is intended to raise the issue of application of scientific psychological and pedagogical knowledge by teachers of educational organizations to enrich modern pedagogical practice. Such criteria of teachers’ readiness for popularization, dissemination and introduction of psychological and pedagogical knowledge (achievements and developments of psychological and pedagogical science) into educational practice as affil-iative, activity and amplificative are analyzed. The aim of the study is to estimate the efficiency of existing mechanisms and channels of popularization, dissemination and implementation of achievements and devel-opments of psychological and pedagogical science in pedagogical activities. The authors organized and con-ducted a study of teachers’ readiness to generalize their pedagogical experience and pass it on to their col-leagues, to disseminate scientific psychological and pedagogical knowledge among students and their par-ents. For this purpose the method of survey in a written form – questionnaire was used. In accordance with the selected criteria, the analysis of the results of the conducted research of teachers’ readiness to popularize, dis-seminate and implement psychological and pedagogical knowledge in educational practice is presented.

Reconceptualising knowledge in the athlete-coach learning system: a mixed-method case study of harnessing bi-directional self-organising tendencies with a national wheelchair rugby league team.

Knowledge and knowledge transfer are often viewed in unitary and hierarchical terms, where a linear transaction exists between an individual possessing a body of knowledge and a person needing that knowledge. Although this traditional view of knowledge transfer is common within the sports domain, it is problematic because knowledge is treated as a self-contained entity. The overarching purpose of this study is to explore the ecological role of knowledge, underpinning performance preparation processes in an international coaching setting. Specifically, we investigated how bi-directional self-organising (coordination) tendencies (coach and athlete-led) can be exploited to facilitate the formation of attacking synergies within the team sport of wheelchair rugby league. A mixed-method case study approach was employed to collect data, involving semi-structured interviews, reflexive observations and field notes, and notational analysis. Results from the study described the transitional process of positioning an ecological view of knowledge transfer as a guiding principle to enhance athlete and practitioner collaboration. This reciprocal relationship provided documented opportunities to enhance on- and off-field team synergies. The pedagogical experiences we describe emerged throughout periods of uncertainty, requiring effortful interactions, forged on the continuous coupling of key agents (individuals), content, and context, enabling application, refinement, and opportunities for team synergies to evolve in performance preparation. Results suggested that the challenge of understanding and facilitating knowledge transfer could be embedded within the ecology of a complex adaptive system, sustained as a contextualised activity reciprocally constructed through on-going correspondence between athletes, scientists, practitioners, and the competitive performance context.

О подходе к формированию системы оплаты труда профессорско-преподавательского состава вузов

The paper attempts to propose an approach to improving the system of remuneration of the teaching staff of universities based on the experience of Russian universities, at a time when the high quality of higher education, at least natural science and engineering, was recognized all over the world, and the experience of US universities. Discussion and criticism of the existing wage system indicate that the system was built without taking into account well-known approaches to organizing and stimulating there. The experience of the higher education system shows that the average level of remuneration of the teaching staff of universities should exceed the average level of remuneration in the country by at least two times. The ratio of the level of remuneration of the most highly qualified teachers — heads of departments, professors, doctors of science, and the least qualified teachers — assistants should be at least 3–3.5 times. The remuneration of novice teachers who do not have academic degrees and titles, who have work experience, should not be lower than the average level of remuneration in the economy. The permanent part of remuneration in the form of salaries should be at least 80-85% of the average wage. The variable component in the form of incentive payments is not a mandatory element of the remuneration system and can be retained in the form of bonus payments based on performance. It is expedient to differentiate salaries according to the amount of scientific and pedagogical experience and additional payments for performing the duties of heads of faculties and their deputies.

Pedagogical experience with Public Health campaigns from the design of socio-educational projects with insertion in the local territory

Introduction: in today's society, educational management has become an imperative for the creation of knowledge and innovative educational experiences. In the context of the Bachelor's Degree in Nursing at the University of Buenos Aires, a pedagogical experience focused on a public health campaign on Dengue was carried out. The main objective of this experience was to promote the democratization of scientific and health knowledge in relation to Dengue, guaranteeing the right of access to public health information. We sought to create an environment conducive to learning, active participation of students and interaction with the community.Development: the experience was divided into three stages: initial, progressive and territorial anchoring. In the initial stage, students were prepared through theoretical and technical sessions. The progressive stage involved adjustments and corrections in collaboration with the teaching team. In the territorial anchoring stage, groups of students carried out the public health campaign in sectors close to the university. The evaluation was carried out using group monitoring instruments and a checklist to evaluate the individual performance of the students. A review and feedback meeting was also held at the end of the experience.Conclusions: the proposed pedagogical experience demonstrated that effective educational management can promote the democratization of knowledge in the field of public health. Collaboration among students and the focus on the right of access to public health information are key elements. In addition, the importance of constant adaptation of educational practices to scientific and technological advances is highlighted. On the other hand, it provided an effective framework for the training of nursing students and the promotion of public health, demonstrating the importance of educational management in today's society

Process model of development of adolescents’ social initiative in educational organization environment

The paper presents theoretical and methodological grounds that actualize the development of a process model of development of adolescents social initiative in educational organization environment as a regulatory of productive stimulation of civil, patriotic, spiritual and moral development of young people, the basis for creative activity in a changing reality, for conscious opposition to the destructive influences of risky society. The problems and risks of insufficient attention to the development of adolescents social initiative in school by means of the opportunities of the educational environment have been identified. The content of the basic concepts of research is specified on the basis of interdisciplinary analysis of literature and advanced pedagogical experience. A designed process model of the development of adolescents social initiative in the educational organization environment is presented. Its block structure (target, methodological, content, productive blocks), optimally implemented in the sequence of stages (orienting, activating, reflexive) is described. The research also characterizes the target block of the model which sets guidelines for updating the study based on the social order of society, the requirements of regulatory legal documents in the field of education and the social sphere. The methodological block of the model was substantiated, reflecting the conceptual ideas of the environmental and activity scientific approaches and the general scientific principles arising from them (axiology, individuality and personal priorities, social cooperation, eventuality). The content block is aimed at the phased implementation of organizational forms and methods of the process model of the development of adolescents social initiative from the standpoint of using the capabilities of the educational organization environment (semantic, informational, activating) and its components (value-regulatory, informational, communicative, event, spatial). A productive block of the model has feedback functions and makes it possible to determine the productivity of the conducted study in the context of the sequential transition of the level of the components development of the adolescents social initiative (eposeological, axiological, praxeological) from low to medium and high.

Modern children’s choral art of Ukraine and China: presentation of masters’ experience (Serhiy Prokopov – Yang Hongnian)

Statement of the problem. The information space of the 21st century, including the cultural and educational areas, is characterized by tendencies towards synthesis and integration. So, modern children’s choral art of Ukraine and China appears as an art of cultural dialogue, in the process of which the spiritual values of a new type of a person are forming. The relevance of this study is determined by the need for analytical comparison and comprehension in the scientific discourse of the principles of creative activity of the leading representatives of the both cultural traditions in the field of children’s choral art. Despite the wide range of scientific works in the sphere of choral art, both, the historical and theoretical basis of contemporary children’s choral pedagogy in Ukraine and China, and its leading trends in nowadays remains relevant and requires special research. Objectives, methods and novelty of the research. The purpose of the article is to highlight the scientific, practical and pedagogical achievements of outstanding masters of modern children’s choral art of Ukraine and China, Serhiy Prokopov and Yang Hongnian. For the first time a comparative analysis of the scientific-practical and pedagogical experience of these outstanding masters is represented. The methods оf analysis and systematization, comparative, historical and culturological approach were attracted to research. Research results and conclusion. Summarizing the results of the analysis of the scientific, practical and pedagogical works of two famous masters of children’s choral performance of Ukraine and China, Serhiy Prokopov and Yang Hongnian, we noted that their methodological approaches are focused on the development of individual vocal and choral skills (singing arrangement, singing breathing, attack of sound, sound management, diction, articulation, timbre of the voice); on the formation of musical-auditory ideas (harmonic sense, coordination of hearing and voice, etc.); mastering the skills of choral singing (singing in unison and polyphony, rhythmic synchronicity, ensemble diction, etc.); on the development of emotional and figurative perception and thinking in children. Our research gives reasons to assert that the theoretical principles of two well-known choral conductors of modern children’s choral performances in Ukraine and China are based on the same priority approaches to choral pedagogy: humanistic, person-oriented, multicultural, comparative, systemic. The main factors that should be taken into account in the process of comparative analysis of the basic theoretical concepts of the both masters are the specifics of their national mentality determined by sociohistorical, cultural and educational conditions.

TEACHING ENGLISH DURING THE PANDEMIC: BIBLIOMETRIC ANALYSIS

The COVID-19 pandemic has led to massive publications indexed in various databases, which provide platforms for research communities, including teachers and researchers, to disseminate their experiences during the pandemic. This paper employed bibliometric analysis to investigate the keywords “teaching English in the pandemic” in the Scopus database to determine how the research is produced. This research used Vos Viewer to analyze the co-authorship and co-occurrences of the keywords from the bibliographic information downloaded from the Scopus database by limiting its search to 2020-2022 under the scope of social sciences and humanities. From the 444 documents eligible for the review, this paper indicates two main points: (1) the co-authorship of research publication has been equally distributed and produced through collaboration despite ample opportunities for joint research among organizations, and (2) the co-occurrences of the keywords show three major research trends during the COVID-19 pandemic: pedagogical best practices, pedagogical experience, and pedagogical strategies. This paper exemplifies how knowledge and publications are generated within a certain field, enabling the research community to foster collaboration and produce articles that incorporate pertinent keywords currently under discussion.

Book review | Technology in second language writing: Advances in composing, translation, writing pedagogy and data-driven learning

Advanced technology has brought about great changes to language teaching and learning, such as significant shifts and requirements in the field of writing, which is considered as a complex ability to acquire, especially for second language (L2) learners (Hyland, 2021). Writing in this digital era has been shaped by various new technologies, resulting in more attention paid to technology use in L2 writing instruction and research. A new collection of papers titled Technology in second language writing: Advances in composing, translation, writing pedagogy and data-driven learning has been timely published to illustrate how the L2 writing field embraces the integration of technology in teaching and researching students with various cultural backgrounds. This fascinating book was edited by Jingjing Qin and Paul Stapleton who gathered scholars with different pedagogical experiences to provide a comprehensive detour from original research orientations to pedagogical applications.

THE PHILOSOPHY OF THE LESSON AS A PSYCHOLOGICAL AND PEDAGOGICAL UNIT ANALYSIS OF THE EDUCATIONAL PROCESS FOR THE DEVELOPMENT OF THE STUDENT’S PERSONALITY

The article highlights the philosophical, psychological and pedagogical experience of solving the problem of lesson analysis as the main form, unit of the educational process. The research is based on the ideas of I. A. Zyazyun, S. U. Honcharenko, and V. F. Morgun about education and pedagogical activity, in particular, regarding the dialecticization of pedagogy, the introduction of the laws of dialectics, systemic, synergistic, and personal approaches into pedagogy. In the lesson, the action of the laws of unity and struggle (balancing) of opposites, negation of negation and transition of quantitative changes into qualitative ones is clearly presented. I. A. Zyazyun’s structural, functional and reflexive approaches derived from the dialectics proved to be particularly productive in the study of pedagogical mastery as the highest manifestation of the teacher’s pedagogical activity. From the point of view of dialectics in the educational process, the identity of the teacher as the leading subject of education and the personality of the student (students) as the subordinate subject(s) of education should be more clearly identified on a subject-subject level. The pedagogical and student activities inherent in it must be integrated, coordinated with each other despite the numerous factors of disintegration of the lesson, that is, through, so to speak, the technological embodiment of the dialectical laws of unity and struggle (balancing) of contradictions, negation of negation, transition of quantitative changes into qualitative ones. To implement these laws, it is advisable to use systemic, synergistic and personal approaches. The structure and functions of the teacher’s and the student’s personality are characterized within the author’s concept of a three-dimensional, step-by-step concretized psychological structure of the personality. According to it, in the “horizontal” activity dimension of the teacher’s and student’s personality structure, such stages of their activity can be distinguished as: a) need-motivational-meaningful; b) informative and cognitive; c) goal-forming; d) operational-resultative; d) emotional and sensual. In the “vertical” functional hierarchy, such pedagogical actions as didactic, dialogic, intellectual, reflective and actions of humanistic influence are distinguished, which ensure the differentiation and integration of the educational process, which is expediently denoted by the term “intedifia” proposed by V. F. Morgun. The article provides a detailed description of the pedagogical actions of the teacher and student actions, and on this basis, a structural-functional-reflective model of the lesson is proposed as a unit of analysis of the educational process for the development of the student’s personality, in which the essential characteristics of education as a whole are concentrated. On the basis of this model, an appropriate structural-functional-reflective training for the development of the teacher’s pedagogical activity can be built. The significance of the interrelationship of didactic, dialogic, intellectual, reflective and humanistic influential actions of the teacher in the lesson to achieve a quantified, discrete-continuous, according to the law of the transition of quantitative changes into qualitative, personal effect of education, training and education of students is shown. Special attention is paid to reflection, as a generic sign of personality development and civilization and the most important function of the teacher in the lesson. In contrast to the personal approach, it is expedient to consider the class-lesson system of education as one aimed at mastering by teachers and students the great mega-theme “Personality”, which is consistently presented in each lesson according to the rules of “intedifia”.

INTERCULTURAL COMPETENCE IN THE TEACHING PROCESS OF A FOREIGN LANGUAGE

This article intends to reflect on the findings of an investigation related to intercultural competence, as an inherent element in the teaching-learning of a foreign proposed from the constructivist paradigm with a qualitative approach, based on the researcher's interpretation, in light of the referenced theoretical foundations, in the pedagogical experience and in the analysis of the data. Some strategies could be defined to incorporate the cultural elements when teaching a foreign language.

Digital open educational resources: teachers’ perceptions of the pedagogical implications

ABSTRACT The educational paradigm has been changing, impacted by the COVID-19 pandemic, that made witness the field’s strengths, weaknesses, and lack of readiness making the transition from traditional classroom teaching to Online Remote Teaching and Learning (ORTL). While pre-pandemic studies state that teachers were willing to change, post-pandemic studies still show that teachers have a basic or medium level of digital competencies, still feeling insecure about how to effectively and efficiently use digital tools in their educational practices. The study presented here is being conducted at a Portuguese Higher Education Institution, to students of a master’s degree in Digital Education Resources, after they were trained in the development and implementation of digital Open Educational Resources (OER). This paper presents preliminary findings concerning teachers’ perceptions about the pedagogical implications of using OER after having received specific training on how to prepare, adapt, create, and implement them. This study methodology consisted of the application of questionnaires, at the end of the unit on Digital Educational Resources. The results are preliminary, concerning the first implementation of the questionnaires. Our goal is to consistently apply them, to gain a better understanding of the knowledge gained over the course, and positive and negative implications on their pedagogical experience.

The potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and design higher education

In 2019, the University of the Arts London (UAL) declared a Climate Emergency and undertook to make sustainability a required part of the student learning experience. Subsequently, in 2021, UAL published an anti-racism action plan and declared itself an activist university. These initiatives require educators across UAL’s six constituent colleges – of which Central Saint Martins (CSM) is one – to underpin creative arts learning and teaching with an understanding of global ecologies and societal structures. Since the advent of the COVID-19 pandemic, a considerable amount of this teaching has been delivered online. This case study – based on data gathered from students participating in online workshops – seeks to understand how established teaching practices, such as object-based and experiential learning, can be mobilized to support student understanding of these complex global and societal issues in an online learning environment. We also address the challenges and benefits of teaching art and design subjects using educational technology and ask whether experiential pedagogies can be successfully translated for delivery online.

Problem‐Posing Dialectic Revisited: Freire Between Critical Philosophy and Psychoanalysis

AbstractExamining the still underexplored elements in educational theorist Paulo Freire's work, this essay begins from his claim that problem‐posing pedagogy works as a “kind of psychoanalysis.” Situating Freire between the critical philosophical and psychoanalytic traditions, Alex Armonda offers a new reading of the problem‐posing dialectic, mapping parallels between Freirean pedagogy and psychoanalysis on the nature of the subject/object relation, while thinking new connections across the philosophical‐analytical divide on questions of being, subjectivity, and politics. First, he discusses the onto‐epistemic specificity of “the human” in Freire and situates it in relation to the split subject of the unconscious in Lacanian psychoanalysis. Second, he presents the subject/object encounter in Freire, demonstrating that a similar notion of the unconscious informs Freire's account and plays a central role in his understanding of the banking and problem‐posing pedagogical experiences. Advancing a Lacanian reading of the problem‐posing encounter, Armonda concludes by reflecting on key differences between the dialectical‐materialist and psychoanalytical interpretations of Freire, and how the latter opens new perspectives on “reality” as an inconsistent space of contest, generating alternative ways of conceiving political subjectivity and the possibility of radical social transformation in the present.

Relationship between multicultural experiences and multicultural counseling competencies among Malaysian counselor trainees

The multicultural counseling course attended by counselor trainees is expected to enrich their multicultural experience through the academic environment, as they come from different backgrounds and personal multicultural experiences. While most multicultural counseling courses focus on the three components of multicultural counseling competence, counselor trainees should be provided with more multicultural exposure and interactions during classes to develop skills to work with diverse clients. Therefore, this descriptive-correlational study explores the relationship between multicultural experiences (personal and academic) and multicultural counseling competencies (self-reported and observer-rated) among Malaysian counselor trainees. All four instruments had been adapted and translated into the Malay language before being completed by 208 randomly selected counselor trainees. This study reported that counselor trainees scored at low levels of personal multicultural experience, high levels of academic multicultural experience, moderate levels of self-perceived multicultural counseling competence, and high levels of observed multicultural counseling competence. The findings showed no significant relationships between personal and academic multicultural experience and self-perceived and observed multicultural counseling competence. In conclusion, the findings imply that there are practices of experiential pedagogy in delivering multicultural counseling courses in counselor education programs. However, more research is needed to identify the underlying variables, such as counseling self-efficacy or self-introspectiveness, which may link the study variables, as this will serve as the most critical aspect in sustaining the counselor trainees’ multicultural counseling competencies.

The Gender Studies Classroom: Its Promise and Discontents

This paper explores a unique set of existential and ideological difficulties associated with teaching ‘gender’ in a women’s studies department while drawing on the pedagogic experiences of academics and colleagues teaching gender/feminism in more mainstream departments like sociology. It looks at the gender studies classroom as a transformative space where entrenched systems of beliefs, institutional arrangements and gendered relationships can be contested and rendered unstable. Simultaneously, it remains a space fraught with conflicts, confrontations and vulnerabilities for students and teachers alike. While ‘gender’ as a relational category marks a shift from ‘woman’ as a biological/essentialist/reductionist concept, I argue that the transition from women’s studies to gender studies has not been adequately grappled with. Woman/gender is caught between contending and contingent forces—the legacy of the autonomous women’s movement with its activist thrust, the NGOised/empowerment discourse with a top-down, instrumentalised approach to ‘gender’, and the heterogeneous aspirations and politics of gender transgressive and socially marginalised student constituencies. The gender studies teacher must navigate these complexities which on occasion confront and trouble her/their own gendered sense of self and precarities.

Digitalization of geographic higher education: problems and prospects

The article addresses the relevant issue of today – digitalization of geographic higher education. The future of geographic education in the digital world depends on the use of digital technologies, which are dramatically changing approaches to teaching geography. The generalization of scientific literature and the analysis of pedagogical experience allow the authors to define the concept digitalization of geographic. The article explores some challenges in the implementation of digital technologies in geographic disciplines in higher education: narrowing geographic education digitalization to the use of various gadgets; the application of general purpose digital technologies; underestimation of GIS technologies during the study of geography; occasional use of VR, AR technologies and mobile applications of geographic and cartographic content; the lack of educational and methodological support and proper technological availability. The authors pay special attention to the prospects for the development of geographic education digitalization, which are envisioned in the introduction of “Digitalization of geographic education” into the curriculum of future geography teachers training; the use of high-quality free educational resources (ArcGIS Online, QGIS); the creation of own geo-information platforms (“Digital Geography”); and updating of the material and technical base of the scientific research laboratory on the methodology of teaching geo-information technologies.

Pedagogical Support for Ukrainian War-Affected Children: Future Teachers’ Readiness to Work in Crisis. Comparative Analysis of Research Results in Ukraine and Poland

The significance of the defined issue of psychological and pedagogical support of children affected by the russian military aggression in Ukraine (2022-2023) is substantiated in the article based on the analysis of scientific literature and monitoring of media resources. Several types of crimes against Ukrainian children are presented, such as kidnapping, deportation, forced russification, etc. The questionnaire has been developed and the results of the survey of Ukrainian and Polish students (prospective teachers) with pedagogical experience of dealing with temporarily displaced persons due to the war are presented. Typical challenges they face from a psychological and pedagogical perspective have been identified: psycho-emotional worries of students; communication problems in educational activities; homesickness (which can sometimes be accompanied by depression, sleep disorders and high levels of anxiety); adaptation to new surroundings; periodic air raids, military operations (like those in Ukraine); low motivation to study, lack of interest; double workload for students in Poland (studying in Ukrainian schools online and in foreign schools offline), etc. Based on the qualitative and quantitative analysis of the questionnaire findings, recommendations for the professional training of future teachers to deal with children in crisis, in particular children with war trauma, are proposed. The author emphasizes the importance of developing infomedia literacy, critical thinking, future teachers’ skills in creating a media lesson, and media hygiene as the use of electronic communication and distance learning is a priority in the post-war period and requires information safety from ideological manipulations. Considerable emphasis is given to the development of teacher resilience as the capacity of the human psyche to recover, increase stress resistance, and prevent burnout when dealing with students who have suffered from russian aggression or are experiencing other crisis conditions

The process of creating creative products for students of architects and designers: integrative teaching methods

Article translates the practical pedagogical experience of the author in the course of studying and fixing the formal (compositional) sphere in classical, textbook works of painting, DPI, architecture and design. The composition is educational and creative, based on the laws and means of the formal sphere, is programmable in line with success. The purpose of the article is to increase the professional level of students' work in line with creative, compositional thinking and vision in planar and three-dimensional composition.

A methodological approach to the organization of the understanding of the decorative image by future specialists of decorative and applied arts

The study highlights the methodological approach to organizing the creative process of future specialists in decorative and applied arts of a higher pedagogical educational institution under conditions of the modern education system of Ukraine. The purpose of the study was to present the content of special methodological work on how to organize the creative process aimed at forming students' understanding of the decorative image features. The problem is how to achieve a high result of creative tasks, students' works, along with the development of technologies for painting fabrics (batik), which together will help a future specialist to become a professional in the future. The methods of the study were: theoretical – the analysis of scientific sources on the problem related to the formation and determination of its formation signs in students; practical – the analysis of pedagogical experience – in order to highlight effective forms of work with students within the educational environment of a higher education institution, which contributes to the formation of students' understanding of the organization of the creative process. The professional literacy of the future specialist majoring in 023 "Fine Arts and Decorative Arts, Restoration" is based on his/her ability to build activities according to aesthetic laws (to understand contemporary fine and decorative arts, folk art); it consists of a system of special knowledge and skills. It is substantiated that folk art is our self-identification, we need to know the traditions of our people, modern fine arts; it is important to revive them in original modern forms, to promote the development of experimental trends, to work creatively with folk paintings in the process of teaching the disciplines of the course "Decorative and Applied Arts", to show how promising it is today. The article describes the methodological approach to the organization of the creative process in solving the thematic tasks within the academic course "Fundamentals of Fabric Painting". One of the ways to renew assignments of the academic disciplines "Fundamentals of Fabric Painting" and “Decorative and Applied Arts" has been presented. It is shown that on the basis of the conducted pedagogical experiment and its results, the creative activity of understanding and creating a decorative image as a holistic process that improves professional skill and competence is confirmed. We see the prospects of scientific research in the extension of the study of the necessary modern methodology which develops students' interest in various types of activities, including scientific, research-centred, artistic and creative, as well as in the increasingly extensive implementation of methodological findings in the process of studying Decorative and Applied Arts.

FORMAL, NON-FORMAL AND INFORMAL CONTENT DOMAIN OF BLENDED LEARNING FOR PROSPECTIVE ENGLISH UNIVERSITY TEACHERS

Learning today takes place in various mixed forms - through practice, and personal connections, extending beyond the boundaries of traditional educational institutions. Many students navigate in different fields of knowledge throughout their lives. The specifics of non-formal and informal education are an important aspect of future professionals’ learning since formal education cannot encompass all such experiences. Blended learning combines formal and non-formal learning, face-to-face and online communication, guided actions and independent choice of path to achieve personal and social learning goals. Considering the pertinence of developing professionally oriented communicative competence among prospective English university teachers, the purpose of the study is to theoretically substantiate the content domain of blended learning (BL), including formal, non-formal and informal aspects. It is stated that in the narrow sense, the BL of prospective English university teachers is a purposeful process of transferring and assimilating knowledge, improving linguistic, speech, socio-cultural, educational and strategic competencies, enhancing students’ cognitive activities. BL should be a flexible synthesis of distance learning, complemented by direct interaction with the teacher and other students during traditional learning, which will significantly intensify the learning process, fostering independent learning and the individual learning trajectory of each student. In a broad sense, the BL of prospective English university teachers is a system of formal and non-formal learning that integrates with informal learning that is characterized by social experience and defined as a self-organized, individually cognitive activity. The study has used a set of theoretical research methods including analysis, systematization and generalization of the results from the scientific and pedagogical experience of Ukrainian and foreign scientists. The webinar is distinguished as an interactive form of organizing non-formal learning, incorporating a mixture of formal learning through practical exercises such as debates, the flipped learning model, the project method, the discussion method, the presentation method, etc.