IMPLEMENTATION OF DISTANCE AND BLENDED LEARNING TECHNOLOGIES IN TRAINING OF FUTURE PHYSICS TEACHERS BY MEANS OF CLOUD TECHNOLOGIES

Abstract

The article updates the problem of distance and blended education of masters – future physics teachers – as components of the innovative environment of university education. The aim of the study is to analyze the organizational and pedagogical features of the organization of distance and blended education of master’s students – future teachers of physics – and to substantiate the ways of implementing these promising educational technologies using digital cloud tools. To achieve this aim, the methods of problem-comparative analysis, theoretical-methodological generalization, and pedagogical diagnostics were used. Based on the results of the study, the organizational prerequisites for the implementation of distance and blended learning in higher education institutions in wartime conditions were determined. The prospective use of cloud technologies as a unique tool for supporting distance and blended learning is substantiated, and the practical experience of their use in the educational process of the Department of Physics and Methods of its Teaching at the Ternopil Volodymyr Hnatiuk National Pedagogical University is summarized. Functional capabilities of modern cloud technologies as the support services for distance and blended learning of physics are characterized, providing effective organization of classroom and online learning, independent work of higher education students, formation of practical abilities and skills important for further professional activity. The main types of computer didactic support of the educational process in physics and directions of its use for solving specific educational and methodological tasks are analyzed. Emphasis is placed on the importance of using digital laboratories as a component of the technology of distance and blended learning of physics teachers, the peculiarities of the organization of training using a digital laboratory operating at the university at the Department of Physics Methods of its Teaching are highlighted. Conclusions have been made regarding the prospects for the further development of distance and blended learning using cloud technologies, the need to improve the digital competence of higher education students and teachers as a condition for the effective use of modern information and communication technologies in the educational process, the development of the latest didactic support for teaching physics, integrated with cloud tools and services.