ORGANIZATION-PEDAGPGICAL CONDITIONS OF PEDAGOGICAL UNIVERSITY STUDENTS’ ABILITY FOR INTERACTIVE DISTANCE EDUCATIONAL COOPERATION

The article justifies the topicality of future teachers’ preparation for work in blended learning conditions, including for organization of interactive distance educational cooperation. Such terms as interactivity and interactive education proposed by domestic researchers are analyzed. The classification of interactive activity forms is proposed.Organization-pedagogical conditions of the development of future teachers’ ability for interactive distance education cooperation are described: the implementation of models of interactive distance cooperation into educational process of a pedagogical university; the combination of various forms of interactive distance education cooperation; the use of active and interactive methods of education; the creation of open dynamic information-educational environment on the basis of equality and equivalence of objects of education, their cooperation and inter education; the use of modern dialogue technologies, modification of traditional forms of pedagogical interaction. The models of interactive distance interaction are characterized: informational, intentional, interactive, and inclusive. Much attention is drawn to the need for combination of different forms of interactive distance educational cooperation: the means of acting and dramatizing; role games; discussions, debates; press-conferences; “Brainstorming”, “Solution Tree”, method “Know / want find out / have found out”; method “Uncompleted Sentences”, “Press”, “Microphone”, sync wine. The peculiarities of active and interactive methods according to the requirements of modern educational process are highlighted. The ways of the creation of open dynamic informational-educational environment on the basis of equality, equivalence of objects of education, their cooperation and inter education are characterized. The examples of using of modern dialogue technologies, the modification of traditional forms of pedagogical interaction in future music teachers’ preparation are given.