DIDACTIC JUSTIFICATION FOR IMPLEMENTING MOOCs AND THE “FLIPPED CLASSROOM” TECHNOLOGY IN THE FRAMEWORK OF CONTINUAL TEACHER TRAINING

The article provides a didactic justification for the implementation of MOOCs and the «flipped classroom» technology in the framework of continual pedagogical education. Higher professional education is currently obliged to follow the trends and challenges that meet the requirements of the emerging information society. An integral part of it is development of distance learning, the use of which can improve the quality of education. The purpose of the article is to describe the implementation of the «flipped classroom» technology using relatively new teaching tools such as Mass Open Online Courses (MOOCs). The theoretical stage of the study involved the analysis of domestic and foreign pedagogical and methodical literature, standards of education and experience in solving the stated research problem. To confirm the effectiveness of the experimental results, empirical research methods (observation and comparison) were applied. In order to confirm the effectiveness, qualitative research methods were used. The authors analyzed existing types of MOOCs (cMOOC, xMOOC). Based on the results of the analysis of the potential of MOOCs in the higher education system and having studied the features of using the technology of the «flipped classroom», a course «Methodology for teaching the French language» was developed. Its aim consists of increasing the efficiency of students training at a pedagogical university for future professional activities. The practical significance of the article lies in referring to the works of domestic and foreign researchers in the field of developing MOOCs and the «flipped classroom» technology, as well as creating CMOOCs for studying the methods of teaching the French language. This article will be useful for professionals involved in educating students the methodology of a foreign language teaching.

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