ОСОБЛИВОСТІ ЦИФРОВОЇ ТРАНСФОРМАЦІЇ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ  В УМОВАХ ЗМІШАНОГО НАВЧАННЯ

Introduction. The modern development of high technologies and digital tools significantly changes the economy and education, requiring the renewal of professional training of specialists. The digitalization of higher education ensures the availability of knowledge, competitiveness in the international labor market, and innovative learning. Particular attention is paid to the training of teachers of the New Ukrainian School who are able to adapt the educational process to modern challenges, in particular war and social instability. The modernization of teacher education, the introduction of blended learning and the development of health-saving activities are the key to the intellectual health of the nation and national security. The purpose of the study is to theoretically substantiate and identify areas of digital transformation of future teachers' professional training in blended learning as a regularity of higher education system informatisation. Methods. Analysis and synthesis of scientific sources – in order to study the problem of digitalization of higher education; generalization of empirical data; systematization of pedagogical experience in order to identify directions of digital transformation of professional education of future teachers in the context of blended learning Results. The analysis and generalization of scientific research and practical experience of the leading universities of Ukraine allows us to determine the features of the digital transformation of the professional training of future teachers in the conditions of blended learning at the level of goals, content, forms, methods and means, technological support, effectiveness. Originality. The digital transformation of the professional training of future teachers in blended learning involves the integration of traditional and digital methods, the creation of flexible educational environments and the development of individual educational trajectories. This requires new approaches to teaching, the use of modern technologies and ensuring the interaction of teachers and students in a digital format to increase the effectiveness of learning. Conclusion. The modernization of modern universities is taking place in the direction of forming an innovative model of the "digital university", which involves not only the introduction of the latest technologies in the process of vocational training, but also strategic transformations of the organization of the educational process, which include blended learning. Blended learning is an effective, but at the same time complex model of professional training of future teachers, since the formation of practical skills and abilities requires the use of active teaching methods, compliance with a methodologically grounded balance between the face-to-face and online components of educational interaction, which is effectively and without reducing the quality achieved by digital means. Thus, digitalization is a factor in the emergence of innovative forms of organizing the educational process in higher education, which include blended learning. In turn, the active introduction of blended learning leads to digital transformations in the system of professional training of future subject teachers at the level of goals, content of technologies, forms, methods and means, planned results