Structure and content of the readiness of the teacher of a higher education institution for the implementation of blended learning: a theoretical and experimental discourse

- Лук’янова, Лариса Борисівна (orcid.org/0000-0002-0982-6162) (2024) Structure and content of the readiness of the teacher of a higher education institution for the implementation of blended learning: a theoretical and experimental discourse Вісник Кафедри ЮНЕСКО «Неперервна професійна освіта ХХІ століття», 2 (10). pp. 9-20. ISSN 2708-2156

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Abstract

The article analyzes scientific views regarding the definition of the phenomenon of the readiness of teachers of higher education institutions for professional activity, in particular in the context of their readiness for the implementation of blended learning. The degree of research of the concepts of readiness and blended learning is analyzed. The essence of the concept was determined and the structure of the readiness of teachers of higher education institutions to implement blended learning was substantiated. On the basis of the experimental discourse, the relevance of the researched phenomenon in educational practice is substantiated due to a set of factors determined by the rapid pace of modernization of all components of education on the basis of anticipatory development, the modernization of the professional functions of the teacher of higher education institutions as a subject of educational activity, and the urgent need for continuous improvement of the professional competence of the teacher. It has been proven that the essence of the readiness of teachers of higher education institutions for the appropriate type of professional activity should be considered in the dialectical unity of its structural components, properties, connections and relations, the totality of which constitutes invariant and immanent components in a combination of personal and procedural components. In general, the basis of the structure of the phenomenon under study consists of three interrelated components (psychological, methodical and technological readiness), the content of which is filled by 13 substantiated mutually determined indicators (psychological readiness: motivational, substantive, reflective, adaptive; methodological readiness: informational, methodical, empirical, substantive; technological readiness: technological knowledge, technological skills, digital, operational, complex), which are manifested on three levels.

Item Type:	Article
Keywords:	blended learning, readiness, structure of readiness, teachers of higher education institutions
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute of Pedagogical Education and Education for the Adults > Common resources institute
Depositing User:	Директор Лариса Борисівна Лук'янова
Date Deposited:	19 Aug 2025 09:34
Last Modified:	19 Aug 2025 09:34
URI:	https://lib.iitta.gov.ua/id/eprint/746251

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