Abstract
The article deals with the problem of the formation of professional readiness of teachers of higher education in Kazakhstan and Finland for the implementation of blended learning. The purpose of the study is to compare the levels of professional readiness of university teachers in the two countries to use a mixed learning format. The research methodology was based on a model of professional readiness that includes value, content, and activity components. To obtain empirical data, methods of questioning, diagnostics of professionally oriented tasks, as well as content analysis of syllabuses of disciplines were used. The study involved 342 teachers from three universities. The sample included teachers of Alkey Margulan University148 respondents, Buketov Karaganda University, 82 participants, and 112 teachers of the University of Jyväskylä. The study results indicate that in the presence of a positive attitude towards blended learning, a significant proportion of teachers demonstrate an insufficient level of professional readiness, mainly the value component. At the same time, the teachers of the University of Jyväskylä showed higher performance in terms of content and activity components. The results of the study served as the basis for the development of recommendations aimed at improving the teacher training system in the context of the expansion of blended learning. The individual stages of the research were implemented as part of a scientific internship at the University of Jyväskylä, Finland.