This article discusses the prerequisites for the implementation and ways of using blended learning technology in higher education institutions, with special attention to the sphere of training of students of pedagogical specialties in Eastern Europe. The innovative concept of blended learning requires thoroughness in preparation, the right attitude to the educational process, and the correctness of all participants in the educational process. That is why practical developments in this direction are relevant in modern education, where pandemic changes have contributed to the development of online education technologies. This study aims to establish the effectiveness of the use of blended learning technology, its impact on the success of higher education applicants, and the quality of education in general. Additionally, was evaluated the pedagogical technology by the participants of the educational process. The main methods are the method of pedagogical experiment and interviewing for theoretical research are used descriptive method, synthesis, and analysis. The main hypothesis is that blended learning is an effective, convenient, and efficient pedagogical technology, which is a necessary component of modern university education. The result of the pedagogical experiment should establish the level of blended education technology effectiveness for students of pedagogical specialties in the conditions of the modern educational paradigm. In the future, it is worth continuing to develop the innovative concept of blended learning in educational practice in a harmonious combination of online and offline learning.

The article is devoted to the theoretical aspects of the HyFlex organization of foreign language learning for students of specialties 013 «Primary Education» and 012 «Preschool Education». The essence of the basic concepts «HyFlex training» and «HyFlex organization of foreign language training» have been clarified. Based on the analysis of the scientific and pedagogical literature, the term «HyFlex learning» is defined as a form of learning in which one part of the students is present (physically) in the auditorium, while the other simultaneously participates in the learning process remotely (online). The concept «Hyflex organization of foreign language training for students of specialties 013 «Primary Education» and 012 «Preschool Education» is considered as a purposeful, structured set of actions of subjects of the educational process (lecturer and students) aimed at flexible provision and receipt of educational services with the purpose of achieving the results of foreign language training, which are determined by the educational and professional programs of the specified specialties. HyFlex foreign language training is aimed at expanding, improving and enriching the flexibility of education seekers in the content of their foreign language training. With the help of a complex of theoretical methods (analysis, synthesis, comparison, generalization, specification), the HyFlex technology of foreign language learning for students of specialties 013 «Primary Education» and 012 «Preschool Education» was determined. Its purpose is to create favorable conditions so that students could to master a foreign language effectively, taking into account the objective risks of nowadays (pandemic, war, etc.). The tasks and outcomes of the Hyflex technology of foreign language learning for students of specialties 013 «Primary Education» and 012 «Preschool Education» are correlated with the Educational and Professional Programs of the specified specialties. The structure and logic of the Hyflex organization of foreign language learning for students of specialties 013 «Primary Education» and 012 «Preschool Education» was determined, which includes the following stages (components): organizational-target, activity-procedural and evaluation-refective. The authors have characterized each structural component of the Hyflex foreign language learning technology in short.

The article actualizes the issue of the future primary school teacher’s training for the use of media at foreign language lessons. It is characterized as a dynamic process that confirms a certain readiness of a future specialist to use media in professional activities for the active students’ subject-subject cognitive activity. The result of this training is the future teacher’s readiness to perform the specified activity. The structural components of the future specialist’s readiness for the implementation of the specified type of activity are determined and described by the author. Motivational, cognitive, technological and reflexive components build the structure of the future primary school teacher’s readiness for the use of media at foreign languages lessons. All of them are interdependent and complementarity. The process of formation of structural components of readiness during the future primary school teacher’s professional training is analyzed in the paper. It is considered on the basis of Bloom’s taxonomy (taxonomy of the organization of cognitive personality skills). Diagnostic tools to measure the level of formation of structural components of readiness are also offered. They are criteria, indicators and levels. A personal purposeful criterion, a knowledgeable criterion, a methodical criterion, an evaluative resultant criterion determine the formation of each separate component of the future primary school teacher’s readiness for the use of media at foreign language lessons. The formation of each component of readiness is measured according to the defined indicators that are mentioned by the author. The level of the formation of each component of the future primary school teacher’s readiness for the use of media at foreign language lessons is measured according to the reproductive, sufficient and productive levels.

The article describes an experimental study aimed at determining the effectiveness of the use of media in the formation of foreign language communicative competence of future primary school teachers on the example of the discipline "Foreign language education: a foreign language with teaching methods." The concept of "media" is considered as objects, equipment and materials that ensure the functioning of the media information space in the form of audio, visual, audio and visual messages and are allocated by the teacher to organize an active process of learning a foreign language. It is noted that the choice of media was in accordance with the practical objectives of the training sessions. The procedural and effective components of the ascertaining and forming stages of the experiment are analyzed. It is noted that the developed diagnostic tools allowed to conduct diagnostic testing, to determine insufficiently formed foreign language communicative competence of future primary school teachers and to update the formative experiment to test the effectiveness of media in foreign language teaching. It is noted that the content of the discipline was updated with topics, issues related to the analysis, evaluation and use of various types of media, which contributed to the use of modern teaching methods and technologies. A comprehensive survey of students on their awareness of the impact of media on the effectiveness of learning a foreign language and the formation of their media skills is also analyzed. The dynamics of the levels of formation of foreign language communicative competence of future primary school teachers, that also affected the quality of student achievement is demonstrated in the paper.

The article is devoted to the issue of organizing the future primary school teachers’ professional practice within the pedagogical specialty 013 «Primary education» the first (bachelor’s) level of higher education in the content of the optional block «Foreign Language». In the process of the work, the native and foreign special literature on the research problem was analyzed. The normative legal documents and reports on the issues of the primary school teacher training, in particular its practical professional component, in the leading European countries were taken into account. To achieve the goal, a set of scientific methods was used: theoretical ones – studying the state of the investigated problem, determining the essence of future primary school teachers’ professional practice; empirical methods: questionnaires, interviews; pedagogical observations. It was found that the main purpose of professional practice of future primary school teachers within the optional block «Foreign Language» is the formation of their practical methodological competence through the implementation of theoretical knowledge and skills in foreign language teaching methods at primary school, modern technologies and innovative teaching tools. When organizing this type of practice, it is necessary to take into account the following tasks for the development of future teachers’ skills: to use teaching methods, technologies and tools of foreign language teaching at primary school in accordance with the practical purpose of the lesson; to plan a foreign language lesson methodically correct; to select, analyze and effectively apply modern technologies and innovative means of teaching a foreign language in accordance with the practical purpose of the lesson; to develop lifelong learning skills; to develop the ability of future teachers to plan a foreign language lesson and to control the formation level of foreign language knowledge, skills and abilities of primary school pupils. It is proved that the result of effective organization of professional practice within the optional block «Foreign Language» is the formation of future teachers’ professional competencies: the ability to organize foreign language teaching at primary school with focus on modern methodological approaches and leading pedagogical experience; ability to communicate in a foreign language in an oral and writing forms within a certain foreign language topic; ability to use a foreign language in various situations of social, educational and professional communication.