DISTANCE AND BLENDED LEARNING FOR FOREIGN LANGUAGE TEACHER TRAINING

Abstract

The professional realization of foreign language (FL) teacher-trainees is fundamentally related to the level of competitiveness of their professional training. This competitiveness is largely conditioned by the development of specific competencies, most notably the pedagogical activity competence. Consequently, effective training is supposed to prioritize creating conditions that allow students to practice and achieve professional realization as FL instructors.

The shift to mandatory distance learning caused by the prolonged pandemic necessitated the adjustments to all educational activities. This, in turn, highlighted the need for specialized training that prepares students to teach effectively within blended and distance learning contexts. Indeed, distance learning has become one of the most prominent trends in modern education, with the COVID-19 pandemic precipitating a significant transition from classical in-person instruction to these new modalities.

The purpose of this paper is to examine the prospects of higher education and analyze the core principles of professional training for FL teacher-trainees within distance and blended learning frameworks.

The major research methods employed to achieve the above purpose embrace monitoring, systemic and situational logical analysis, and theoretical research. The study was conducted through a comprehensive literature review on the topic, utilizing relevant keywords and synonyms. Furthermore, the analysis and summarization of higher education prospects prioritized the importance of FL teacher-trainees’ professional development, specifically accounting for the unique characteristics of distance and blended learning environments.

The conducted research revealed that the main goal of professional training for higher education teachers should focus on conscious mastery of information technology (IT) tools, activation of pedagogical self-organization, and development of the ability to self-improve it skills.

It is further emphasized that individual distance learning constitutes a comprehensive pedagogical concept. This approach encompasses the goals, structure, content, and process of learning, is based on an evaluative approach, and ultimately contributes to shaping “design thinking”. Such thinking integrates individual preferences, knowledge, and opportunities for applying information and communication technologies.

The study concluded with clear definitions for the learning modalities: blended learning is finalized as the effective combination of traditional face-to-face instruction with online components, implemented using modern internet tools; distance education provides students with the flexibility to study from home according to a convenient schedule and in optimal comfort.

In the distance education system, knowledge assessment is also carried out remotely. Students can complete research projects, take electronic final tests, and participate in exams with instructors via video conferencing. Finally, the use of interactive methods in FL classes is crucial, as it ensures an intensive creative process of interaction between the teacher and students, stimulating cognitive activity both during and after the lesson.