TECHNOLOGIES OF FLIPPED LEARNING IN THE PROFESSIONAL ACTIVITY OF LECTURERS OF HIGHER EDUCATIONAL INSTITUTIONS

The article examines the technologies of flipped learning in the professional activities of lecturers of higher educational institutions (HEIs). The relevance of the research topic arises from the fact that the professional development of HEIs' lecturers should be systematic and comprehensive. Accordingly, considerable attention is currently paid to new teaching technologies that can change approaches to the organization of the learning environment. At the same time, it is necessary to pay attention to those technologies that are easy to implement and allow students to be more active. Accordingly, it is advisable to focus on flipped learning technologies. The study aims to investigate flipped learning technologies in the professional activities of HEIs' lecturers on the example of training future mathematics teachers. The research is focused on the learning environment of higher educational institutions. Research methods. The study employed such research methods as description, analysis and synthesis, comparison, generalization, and forecasting. The article examines the technologies of flipped education in the professional activities of HEIs' lecturers. The authors have determined the relevance of new approaches to the training organization. They revealed the essence of the "flipped learning" concept and its main aspects. The paper also describes the implementation of the flipped learning approach and the changing role of the lecturer. The authors describe the differences between traditional and flipped learning. In particular, they compare the use of information and communication technologies, the role of the student during classes, the educational process, teaching methods, as well as coverage of practical and theoretical issues. It allowed the authors to reveal the main advantages of flipped learning. The article describes the advantages of flipped learning in higher education, including student activation, student interest in the discipline, deepening cooperation between teachers and students, the use of information and communication technologies, and an individual approach to each student. The authors also analyzed the practical experience of A. Kushniruk. In addition, the article considers the technologies of flipped education in the training of future mathematics teachers. Such technologies include video lectures for home study, surveys, discussions, and student projects. Furthermore, the authors determined the conditions for implementing flipped learning into the educational process.