Ways of improving the professional competence of foreign language teachers of a technical university in the conditions of blended learning

Abstract

This article explores the ways of improving the professional competence of foreign language teachers at technical universities under the conditions of blended learning. Blended learning, a combination of traditional face-to-face instruction and online learning, has been recognized as an effective approach to fostering active learning, collaborative problem-solving, and meaningful communication among students. By employing blended learning strategies, this study aims to enhance the professional competence of teachers, thereby improving foreign language instruction in the context of technical universities. The paper begins by formulating the problem, emphasizing the need to enhance the teaching skills and digital literacy of foreign language teachers in technical universities. It then examines the latest research and publications related to blended learning and its impact on teacher professional development. A thorough analysis of the relevant literature serves as the foundation for the study`s findings and recommendations. The article then outlines the purpose and tasks associated with the study, focusing on the development and implementation of blended learning strategies to improve the professional competence of foreign language teachers. The main material of the study is presented, providing a comprehensive justification for the obtained scientific results. Success stories of teachers who have effectively employed blended learning strategies are discussed, highlighting the positive outcomes associated with the integration of these approaches in foreign language teaching. The article also delves into the importance of developing teachers` digital literacy skills, explaining why such skills are essential for successfully navigating and utilizing the blended learning environment. The benefits of blended learning approaches, such as promoting active learning, collaborative problem-solving, and meaningful communication, are discussed in detail. Furthermore, the importance of continuous professional development for teachers is underscored, emphasizing the necessity of ongoing support and training to keep educators up-to-date with the latest trends and innovations in their field. Finally, the article presents the conclusions drawn the study, highlighting the significant potential of blended learning approaches in improving the professional competence of foreign language teachers at technical universities. Prospects for further exploration in this direction are also outlined, offering potential avenues for additional research and development within the realm of blended learning and teacher professional development. This comprehensive study on blended learning and its implications for the professional competence of foreign language teachers at technical universities contributes to the existing body of knowledge on this topic. The findings and recommendations presented in this article will be valuable to educators, researchers, and policymakers interested in leveraging blended learning approaches to enhance teaching and learning outcomes in higher education settings.