UkrainianProfessional Education

Abstract

In the article on the basis of specification and systematization of theoretical analysis the principles of educational cooperation organization are generalized in the process of future physical culture teachers’ professional training in conditions of blended learning. From positions of constructivism the education is examined as a process of the purposeful specially organized cooperation of teacher and students, during this process the students’ education, upbringing and development is being fulfilled. It is set that blended learning combines three interrelated constituents: traditional education, realized in the process of direct cooperation, distance education, conducted remotely, mediated, and e-learning, that can take place in case of both synchronous and asynchronous communication. It is proved that educational cooperation in the process of future physical culture teachers’ professional training in conditions of blended learning in higher educational institutions is based on principles that conditionally can be divided into three groups: general didactic (fundamental for educational process organization – integrative; systemic; systematic and sequence; individualization and differentiation; availability; illustrative; active character of learning), general methodological (basic for professional training – fundamentality of educational maintenance; scientific character and connection of theory with practice; students’ activity, independence and consciousness in educational work; positive emotional climate creation, providing the motivation of active work and relations system; rational combination of collective and individual forms and methods of educational work, that provides the development of personality, his or her individual self-realization) and special (typical for the blended educational environments – adaptivity and flexibility of educational material maintenance; electiveness of educational space; interactivity; mobility of education).Taking into account these marked principles provides personalization and differentiation of educational integrative cooperation, allows to adapt educational material to the individual necessities of students, to give them possibility to study in a comfortable rate, in comfortable time and if necessary to use educational resources remotely, and the use of informatively-communicative technologies gives an opportunity to deepen the students’ understanding of educational material, to communicate and to establish cooperation in group communication, to decide educational problems, to think critically, to design different professional situations and to produce the professional behavior strategies

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