FORMATION OF BLENDED LEARNING IN TEACHER TRAINING AND INSIGHT INTO INITIAL TRAINING OF FUTURE TEACHERS. ANALYSIS OF EXPERIENCE
FORMATION OF BLENDED LEARNING IN TEACHER TRAINING AND INSIGHT INTO INITIAL TRAINING OF FUTURE TEACHERS. ANALYSIS OF EXPERIENCE

Summary/Abstract: The paper makes an assessment of psycho-pedagogical point of view, the objectives, structure, the method of operation and system efficiency ICOS online platform for teacher training were trained to teach preschool class in the school year 2012 -2013.The sample consists of 60 qualified teachers in urban and rural areas. First, over 40 hours, organized into two groups, teachers participated in a direct training, supported by a specialist in primary teaching. Online activity was a direct continuation of the training phase and allowed remote, further theoretical training through self-study, self-paced browse the contents contained in five modules, three compulsory and two optional. Students proposed application modules, reflection exercises, continuous assessment tests and final assessment tests. It also enabled a rich exchange of views, sharing of best practices, results of applying the proposed innovative strategic class, instead of working tools: design teaching activity sheets for students. Online activity to be carried out under the guidance and expert advice to the same primary teaching. Course evaluation consisted of two phases. From direct training evaluation was conducted by observing each student by the trainer .Evaluation of online activity was done by counting the time spent on the platform, a minimum of 92 hours, creating a portfolio, whose products were loaded onto the platform and present a draft interdisciplinary teaching .The findings of this analysis will be used to organize the most efficient and closer to the educational actors and a platforme to be used by students of Primary and Preschool Pedagogy specialization, for the counseling and guidance of remote teaching practice.

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