Abstract
Enhancing teacher competence in the Kyrgyz Republic is crucial due to ongoing education reforms. This is driven by the need to improve education quality and external factors like digitalization, quarantine restrictions, and widespread internet use. The purpose of work was to explore the model of blended learning and its use in the professional development of educators in the Kyrgyz Republic. The study used the methods of questionnaires, observation, pedagogical reflection, and statistical, pedagogical experiment. As a result, it was found that blended learning can be implemented based on the Moodle platform, which allows for online consultations, lesson observation and pedagogical reflection. The research proved that the development of a training course on blended learning is based on the establishment of special training and methodological resources for the retraining of master trainers and regional mentor teachers. In turn, the latter provides mentoring support in the process of improving the competence of primary school teachers. The research presents statistical results of the diagnostic, formative and control-monitoring stages of the study. In the course of the research, the model of blended learning in the system of teachers’ professional development was developed and its successful approbation was performed, which was characterized by positive results.
First Page
205
Last Page
221
Ethics Approval
No
Declaration Statement
N/A
Recommended Citation
Esengulova, M., Asekova, Z., & Toktogulova, N. (2024). Experience of applying the blended learning model in the system of professional development of primary school teachers in the Kyrgyz Republic. Journal of Educational Technology Development and Exchange (JETDE), 17(1), 205-221. https://doi.org/10.18785/jetde.1701.12
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