FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE BIOLOGY TEACHERS BASED ON THE “FLIPPED CLASSROOM” TECHNOLOGY

The article examines the pedagogical potential of the “flipped classroom” technology in developing the professional competence of future biology teachers. The relevance of the study is determined by the transition of modern education toward digital formats, the expansion of blended learning, and the growing requirements for the quality of teacher training. Under conditions of digitalization, the need to develop a comprehensive set of competencies among future biology teachers increases significantly, including subject knowledge, methodological skills, digital literacy, and research abilities. The flipped classroom approach is considered as an innovative tool enabling an effective combination of independent study of theoretical materials with active practical work in the classroom. The purpose of the research is to substantiate the effectiveness of the flipped classroom technology in forming professional competencies of future biology teachers and to analyze the dynamics of changes in students’ learning activities. The methodological framework includes an experimental study involving biology students, as well as methods of pedagogical observation, diagnostic testing, questionnaires, and comparative analysis. The findings indicate a significant increase in all types of professional competencies among students in the experimental group compared to the control group. A marked improvement was observed in students’ independence, research activity, ability to formulate questions, participation in discussions, and the use of digital tools. The data demonstrate that the flipped classroom model transforms the nature of learning activities, stimulating the development of critical thinking, reflection, and practice-oriented skills. The practical significance of the study lies in the development of a competence model for future biology teachers adapted to the flipped classroom environment, as well as methodological recommendations for its implementation in higher pedagogical education. The results can be applied in teacher training programs, academic courses, digital platforms, and professional development institutions.