Improving the effectiveness of mixed learning for teachers in the system of additional professional education

The research problem and the rationale for its relevance. The rapid renewal of scientific knowledge, the development of information technologies, and the continuous search by the pedagogical community for new technologies for advanced training determined the emergence of blended learning, involving intramural and distance learning. Replacing part of the class-room academic hours with remote ones, along with positive aspects, gave some problems. In particular: how, with a smaller number of contact hours, not to reduce the quality of the educational process? How to compensate for the lack of “live” communication with teachers? The goal of research is to identify mechanisms for increasing the effectiveness of mixed learning in the system of additional professional education for teachers. Methodology. The article reveals the features of teachers; professional development, on the basis of which three mechanisms have been developed to improve the effectiveness of the educational process in mixed learning: a) increasing the emotional component in the transmission of information; b) presentation of information in structural and logical diagrams; c) use of a cascade teaching method. The indicated mechanisms are considered from theoretical and practical positions. To assess their influence on the results of advanced training, several methods were used: didactic tests, registration lists, skill test, training of group, pedagogical observation. Results. The scientific novelty of the research is presented by the development of scientific ideas about increasing the effectiveness of mixed learning, theoretical significance - substantiation of mechanisms that improve mixed learning in the system of additional professional education of teachers, practical significance -the algorithm for applying the proposed mechanisms. The experience of using this algorithm in pedagogical practice testifies to a significant improvement in the quality of teacher training and provides a basis for recommending its widespread use.