FLIPPED LEARNING MODEL AS A PEDAGOGICAL INNOVATION IN THE TRAINING OF FUTURE TEACHERS

Introduction. The article focuses on the problem of implementation of the flipped learning model into the educational process. Efficiency and perspective of this technology was proved in the process of the scientific and pedagogical literature analysis in connection with the spread of the distance learning format and active use of information and communication technologies and the Internet. The negative points and contradictions that characterize flipped learning are outlined, the ways of their overcoming are offered. Historical preconditions of the technology of flipped learning are analyzed, the degree of research of the problem of using flipped learning by domestic and foreign scientists. Purpose. The article is aimed at studying the possibilities of the flipped learning model and the features of its usage in high school, giving examples of its use in the training of future teachers. Methods. The study and analysis of psychological and pedagogical literature, periodical educational publications on the research problem; comparison, generalization and systematization of scientific provisions, pedagogical experience, observing students during the usage of the flipped learning model. Results. The possibility of application of the flipped learning model during teaching of pedagogical disciplines to meet different models of the flipped classroom: classical, «advanced» and combined is revealed and examples are given. The advantages and disadvantages of the flipped learning model as a pedagogical innovation in the training of future teachers have been researched and analyzed. Originality. Examples of using this innovation in pedagogy lessons with future teachers are given. The results of using the flipped learning model confirmed its promising implementation. The authors were also able to verify ways to overcome risks in the application of this model. Conclusions. Implementation of the flipped learning into the educational process of pedagogical higher educational institutions requires a phased approach, taking into account the experience of European colleagues and focusing on needs of modern applicants for higher education. It is advisable to ensure the development of certain technological tools including the creation of free methodological materials of various formats to expand the possibilities of using electronic resources, interactive platforms by teachers and students in an effort to methodological support of teachers.