Article
Article name A Model of the Process of Forming the Readiness of a Physics Teacher to Work Using the Technology of an Inverted Classroom
Authors Djakova E.A. Doctor of Pedagogy, professor, dja_e_an@mail.ru
Barseghyan (), S.V. graduate student, galstyan.suzi@mail.ru
Bibliographic description Dyakova E. A., Barseghyan S. V. A Model of the Process of Forming the Readiness of a Physics Teacher to Work Using the Technology of an Inverted Classroom // Scholarly Notes of Transbaikal State University. 2021. Vol. 16, No. 5. РР. 77–86. DOI: 10.21209/ 2658-7114-2021-16-5-77-86.
Section Theory and Methods of Professional Pedagogical Education
UDK 378:371
DOI 10.21209/2658-7114-2021-16-5-77-86
Article type
Annotation The introduction of innovative methods and technologies into the educational process of all levels of education has long been the subject of research in pedagogical science. Mixed learning refers to those technologies that most closely correspond to the peculiarities of modern civilization. Based on the system, activity, and also in the university competency and context approaches, the implementation of these technologies ensures the development of skills for independent activity, self-development, self-education, work in the information digital environment. The analysis of the research and publications has led to the conclusion that there is attention to mixed learning technologies, but at the same time, when developing the problem of preparing a teacher for the introduction of innovative methods and technologies, there is no research to prepare a teacher for the implementation of these technologies. As one of the most promising we consider the technology of inverted learning and the formation of the teacher’s readiness for its implementation. By readiness to work on the technology of the inverted class, the authors mean the integrative quality of a person, which ensures the implementation of the technology of the inverted class through a set of methodological skills and includes motivational-target, analytical-prognostic, content-activity and evaluation-reflexive components. The construction of a model for the formation of readiness for work on the technology of an inverted class by a future physics teacher is based on ideas of learning in experience and an innovative educational environment; principles of conscious activity and creativity; contextuality and environmental conditionality; activity and interactivity; digitalization and processability; feedback and reflections, as well as a number of conditions. The model combines interrelated components of conceptual-target, functional-organizational, procedural-technological. The stages of Readiness Formation take place in three stages – familization, theoretical-training and design-technological. The testing of two of them confirms the effectiveness of the proposed approach.
Key words readiness, inverted class technology, learning-in-experience technology, educational environment
Article information
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