"Flipped learning" model for teaching masters in the sphere of foreign languages education

Problem and purpose. The article discusses the use of the “flipped learning” model in masters' programs in the field of foreign language education as one of the most effective ways to implement the concept of blended learning, aimed to combine traditional and innovative approaches in preparing master students for professional activities, taking into account the requirements of modern educational space. The emergence of the blended learning concept is caused by the contradiction between a search for the optimal model of classroom and extracurricular independent work compatibility in teaching foreign languages in foreign and Russian linguodidactics, and insufficient degree of their implementation in practice. Masters' programs realized at the faculty of foreign languages of Krasnoyarsk State Pedagogical University named after V.P. Astafiev “Modern linguistic education” (intramural form) and “Innovative technologies in foreign languages education” (extramural form), field of education: 44.04.01 “Pedagogical education”, are taken as an example. The purpose of the article is to present the author's concept of using the “flipped learning” model in masters' programs in the field of foreign language education in the conditions of introduction of new Federal state educational standards, providing informatization of the educational environment and increasing the share of independent work of students with a decrease in the amount of hours allocated to the discipline. The methodology of the research is analysis of the existing masters' programs in the field of foreign language education; studying the results of interdisciplinary researches of Russian and foreign scientists dedicated to the use of the concept of blended learning in general and the “flipped learning” model in particular; analysis and generalization of the author's experience of implementing masters' programs in the field of foreign language education. Results. The authors developed the concept of using the “flipped learning” model, approved by practice in the context of higher education. Conclusion. Analyzing the results of the approved model, the authors come to the conclusion that its practical use leads to a change of the teacher`s role, acting as a mediator of the educational process as well as the student`s role taking responsibility for the learning outcomes. The considered author's concept can be applied in the course of training master students in the field of education 44.04.01 “Pedagogical education” (intramural and extramural education).