Смешанное обучение в российской школе: как меняется проектирование образовательного процесса

Педагогика и психология образования. 2022. № 3. С. 34–54.

Davlatova M.

Currently, the Russian school is being actively digitizing. The integration of blended learning into the educational process is one of the consequences of digitalization. This, in turn, imposes a number of requirements on the professional activity of the teacher, changing it. In this regard, it becomes relevant to study the features of a teacher's professional activity within blended learning. The purpose of this research is to examine changes in the design component of teachers' professional activity as well as a correlation between these changes and students' interest in learning. The article presents the results of the analysis of semi-structured in-depth interviews with secondary school teachers (from Moscow, Balashikha, Yoshkar-Ola, Yekaterinburg, Voronezh, and Mineralnye Vody) and an online survey of K-9 - K-11 students. The results of the study are significant because they allow us to determine the transformations in the design component of a teachers' professional activity and to correlate them with the interest of students. According to the research findings, four groups of changes in the teacher’s professional activity were identified and a correlation between changes and students' interest was made. In addition, the research has both scientific significance due to the lack of comprehensive work on this problem, and practical, since the recommendations for organizing the education process within blended learning can be developed based on the identified changes.

Keywords: дистанционное обучение, blended learning, смешанное обучение, teachers, профессиональная деятельность учителя, Remote learning, ИКТ в преподавании, ICT in teaching, teacher’s professional activity, interest in learning, интерес к обучению