The research proves that the level of pre-service teachers’ readiness for innovative extracurricular work at school will be increased together with the general index of their satisfaction with the extracurricular work at university after the implementing the designed holistic program of their training. The participants of the pedagogical experiment were 148 students, divided into experimental and control groups; the experts were 18 teachers of Philological Faculty of the Hryhorii Skovoroda University in Pereiaslav and 10 General Secondary Schools teachers (Pereiaslav, Ukraine). After implementation of the program, 27% of participants were ready for innovative extracurricular work at the high level, 62% of students increased their level of readiness for innovative extracurricular work to the middle one. The suggested program also increased the students' satisfaction with the extracurricular work at university. On the basis of the research results, the authors suggest methodical recommendations for educators.

The modernization of Ukrainian education and its orientation towards the preparation of a new generation of teachers, integration into the European educational space in the context of dynamic growth of information and mass communication in social networks, constant updating of social and humanitarian knowledge require new approaches to the organization and content of professional training of future teachers. The article actualizes the necessity of introducing new methods and technologies in teaching that would meet the challenges of the time; the methodology of application of the flipped learning technology is considered. The instrumental possibilities of the introduction of the «flipped learning» technology in the process of preparation of future foreign language teachers are revealed. The essence of the technology of «flipped classroom» and the relevance of its integration into the teaching of a foreign language in modern higher education institutions are investigated. The advantages and disadvantages of its use for teachers and students are highlighted. Possibilities of introduction of the model of the flipped classroom in the educational process of HEI are determined. The algorithm for ensuring the effectiveness of flipped learning is outlined. It is stated that the use of the «flipped learning» technology if it is methodologically correctly applied, will contribute to the development of the digital competence of the teacher and the development of students' scientific skills, enhancing their motivation and success.