BLENDED LEARNINGAS AN EFFECTIVE TOOL FOR THE PROFESSIONAL DEVELOPMENTOF OUT-OF-SCHOOL EDUCATION TEACHERS

Abstract

The paper is dedicated to the problem of out-of-school education teachers’ professional development in the conditions of growing requirements to such education quality. The authors of the article note that the professional development of teaching employees of out-of-school education institutions requires a review of existing tools and the search for new approaches. In the current conditions, advanced training courses for the teachers of out-of-school education institutions remain to be the prevailing form, but along with the development of e-education, increase of the freedom of a teacher to choose the forms, methods, terms of professional growth, they need a certain "reset". In a situation of quarantine restrictions, the qualification advancement courses are carried out in a remote format, but it has a number of pitfalls which impact the training effectiveness. Mastering the methods of reflection of one’s own activity by teachers allows to reduce this influence and to increase the quality of professional refresher training. The authors of the article focused their view on the introduction of blended learning during the qualification advancement courses, as such that should provide positive dynamics in the professional development of the teachers of out-of-school education institutions. Researchers see as its most effective models: the "flipped classroom", the self-blend model and the model of enriched virtual learning. They point to a number of advantages of these models compared to traditional learning, which include: flexibility, variability in the organization of the educational process and forms of presentation of educational material, as well as their impact on increasing the motivation of students to learn. The issues of increasing the requirements for the teacher's activity, which should offer optimal and rational methodological techniques and technological solutions for constructive interaction with students not only for the convenience of monitoring their learning, but also so that they can feel constant support, are considered separately. The authors of the article came to the conclusion that in each case the optimally selected model of the blended learning is the one that contains potential opportunities for professional development of the heads of out-of-school education clubs. The article provides statistics data for its confirmation.