Formation of the Primary School Teachers’ Information Competency in Postgraduate Education

Authors

DOI:

https://doi.org/10.18662/po/11.3/199

Keywords:

information competency, primary school teachers, postgraduate education

Abstract

The paper investigates the problem of the information competence formation of primary school teachers in the postgraduate education. It reveals the essence of the concept of "information competency of primary school teachers". The aim of the article is to substantiate and experimentally test the methodology of the information competency formation of primary school teachers in the postgraduate education. 710 advanced training course participants of various institutes of Ukrainian postgraduate pedagogical education took part in the initial stage of the experiment; 106 primary school teachers of Zaporizhzhia Regional Institute of Postgraduate Pedagogical Education participated in the formative stage of the experiment. It was determined that the main criteria for the information competency formation of primary school teachers are the formation of motives for successful studying, cognitive interest in postgraduate education, the need for self-development and self-expression; the system of information knowledge, skills and abilities, mastery of information and communication technologies, focus on further self-development. The paper indicated the positive influence of the original methodology on the dynamics of the information competency constituents of the teachers from the experimental group: the number of teachers with high and middle levels increased by 12.6% and 21.1% under the motivational and value-based component; by 22.1% and 18.0% under the procedural and conceptual component; by 15.9% and 18.9% under the regulatory and reflexive component. This indicates the superiority of the original methodology over the existing one in the formation of information competency of primary school teachers in the postgraduate education.

Author Biographies

Grygoriy Griban, Zhytomyr Ivan Franko State University, Zhytomyr, Ukraine

Doctor of Pedagogical Sciences, Professor,

Professor of the Department of Physical Education and Sport Improvement

Olena Nikulochkina, Municipal Institution “Zaporizhzhia Regional Institute of Postgraduate Pedagogical Education” of Zaporizhzhia Regional Council, Zaporizhzhia, Ukraine

Candidate of Pedagogical Sciences, Associate Professor,

Head of the Department of Primary Education

Оlena Varetska, Municipal Institution “Zaporizhzhia Regional Institute of Postgraduate Pedagogical Education” of Zaporizhzhia Regional Council, Zaporizhzhia, Ukraine

Doctor of Pedagogical Sciences, Associate Professor,

Vice-rector for scientific and methodological work, Professor of the Department of Primary Education

Daria Suprun, National Pedagogical Dragomanov University, Kyiv, Ukraine

Doctor of Pedagogical Sciences, Associate Professor,

Professor of the Department of Special Psychology and Medicine

References

Afanasenko, V., Komar, T., Kuleshova, O., Mikheieva, L., Potapchuk, N., & Vasylenko, O. (2020). Readiness of socionomics specialists for using information technologies in future professional activity. Postmodern Openings, 11(2), 142-162. https://doi.org/10.18662/po/11.2/167

Aguilar, P., Lopez-Cobo, I., Cuadrado, F., & Benítez, I. (2019). Social and emotional competences in Spain: A comparative evaluation between Spanish needs and an international framework based on the experiences of researchers, teachers, and policymakers. Frontiers in Psychology, 10, 21-27. https://doi.org/10.3389/fpsyg.2019.02127

Amelina, S. M., & Tarasenko, R. O. (2018). The essence of the stages of forming the information competence of the translator. Information Technologies and Learning Tools, 67(5), 44-55. https://doi.org/10.33407/itlt.v67i5.2276

Bakholskaya, N. A., Velikanova, S. S., Romanov, E. P., Andreeva, O. V., Shestopalov, E. V., & Chernykh, O. P. (2019). The development of social competence of students of pedagogical specialties in the educational process of the university. Dilemas Contemporáneos: Educación, Política y Valores, 6(3). http://www.dilemascontemporaneoseducacionpoliticayvalores.com/index.php/dilemas/article/view/1772/1912

Bashmanivska, L. A., Bashmanivskyi, V. I., & Shevtsova, L. S. (2020). Formation of information and communication competence as a component of prospective journalists training. Information Technologies and Learning Tools, 76(2), 30-42. https://doi.org/10.33407/itlt.v76i2.2539

Baytiyeh, H. (2019). Mobile learning technologies as a means of maintaining education delivery in crisis situations. International Journal of Information and Communication Technology Education, 15(3), 1-10. https://doi.org/10.4018/IJICTE.2019070101

Bicen, H., Bal, E., Gür, P., & Serttaş, Z. (2018). The level of proficiency of special education teachers and their opinions on instructional technologies. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 9, 86-92. https://lumenpublishing.com/journals/index.php/brain/article/view/2117

Bondar, T., Telychko, N., Tovkanets, H., Shcherban, T., & Kobal, V. (2020). Trends in Higher Education in EU Countries and non-EU Countries: Comparative Analysis. Revista Romaneasca pentru Educatie Multidimensionala, 12(1Sup1), 77-92. https://doi.org/10.18662/rrem/12.1sup1/224

Bratel, O., Kostiuk, M., Bratel, S., Okhrimenko, I., & Filonenko, V. (2020). Short-term memory training of students during foreign language learning. Universal Journal of Educational Research, 8(4), 1596-1604. https://doi.org/10.13189/ujer.2020.080453

Bykov, V. Yu., Bilous, O. V., & Bohachkov, Yu. M. (2010). Osnovi standartizatsiyi informatsiyno-komunikatsiynih kompetentnostey v sistemi osviti Ukrayini: metodichni rekomendatsiyi. [The basis of the standartization of the information and communication competencies in the system of education in Ukraine: Methodological guidelines]. Atika.

Cantu, M. Y., & Martinez, N. H. (2006). Problems faced by beginning teachers in private elementary schools: A comparative study between Spain and Mexico. Revista Electrónica de Investigación Educativa, 8(2). file:///C:/Users/Utilizator/Downloads/141-663-1-PB.pdf

Ceausu, F. (2018). Education seen through the postmodernity “Grid”. Postmodern Openings, 9(1), 22-34. https://doi.org/10.18662/po/03

Cojocariu, V.-M. & Mareş, G. (2019). Pedagogical diary – more than a formative assessment tool in initial teacher training? Revista Romaneasca pentru Educatie Multidimensionala, 11(4 Supl. 1), 59-81. https://doi.org/10.18662/rrem/177

Collie, R. J., & Perry, N. E. (2019). Cultivating teacher thriving through social-emotional competence and its development. The Australian Educational Researcher, 46(4), 699-714. https://doi.org/10.1007/s13384-019-00342-2

Colognesi, S., Nieuwenhoven, C. V., & Beausaert, S. (2020). Supporting newly-qualified teachers’ professional development and perseverance in secondary education: On the role of informal learning. European Journal of Teacher Education, 43(2), 258-276. https://doi.org/10.1080/02619768.2019.1681963

Council of Europe. (2019). Digital Education. A Conceptual Model. https://www.coe.int/en/web/digital-citizenship-education/a-conceptual-model

Craciun, D., & Bunoiu, M. (2015). Training teachers for the knowledge society: Social media in science education. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 6(3-4), 82-88. http://brain.edusoft.ro/index.php/brain/article/view/521/570

Dmitriyev, G. D. (2007). Modernizm, postmodernism i teoriya soderzhaniya shkol'nogo obrazovaniya v SSHA [Modernism, postmodernism and the theory of the content of school education in the United States]. Pedagogika, 5, 94-103. http://irbis.bigpi.biysk.ru/cgi-bin/irbis64r_12/cgiirbis_64.exe?LNG=&Z21ID=&I21DBN=SKS&P21DBN=SKS&S21STN=1&S21REF=&S21FMT=fullwebr&C21COM=S&S21CNR=30&S21P01=0&S21P02=1&S21P03=A=&S21STR=%D0%94%D0%BC%D0%B8%D1%82%D1%80%D0%B8%D0%B5%D0%B2,%20%D0%93.%20%D0%94

Dovzhenko, T. (2020). Primary education in post-corona period: New times – new trends. Postmodern Openings, 11(2), 51-58. https://doi.org/10.18662/po/11.2/157

European Commission (EC). (2019). Key Competences for Lifelong Learning. https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-key-competences-for-lifelong-learning_en

Fejdl, Ch., Byalyk, M., & Tryllyng, B. (2015). Four-dimensional education: Competencies that are needed for success. Center for Curriculum Redesign. The United States of America. https://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/

Habermas, J. (1981). Theorie des kommunikativen Handelns [Theory of communicative action]. Suhrkamp.

Houten, C. (2000). Practicing destiny. Principles and process in adult learning. Tempe LODGE.

Hrabovskyi, P. P. (2009). Didactic principles of development of teacher informative competence in the system of post graduate pedagogical education. Information Technologies and Learning Tools, 9(1), 1-12. https://doi.org/10.33407/itlt.v9i1.11

Humphries, M. L., Williams, B. V., & May, T. (2018). Early childhood teachers’ perspectives on social-emotional competence and learning in urban classrooms. Journal of Applied School Psychology, 34(2), 157-179. http://dx.doi.org/10.1080/15377903.2018.1425790

Ion, G., & Iucu, R. (2016). The impact of postgraduate studies on the teachers’ practice. European Journal of Teacher Education, 39(5), 602-615. http://dx.doi.org/10.1080/02619768.2016.1253674

Ivanchuk, M., Kostashchuk, O., Machynska, N., & Oliynyk, M. (2020). Professional honor in the pedagogical activity of the future teacher. Revista Romaneasca pentru Educatie Multidimensionala, 12(1), 291-310. http://dx.doi.org/10.18662/rrem/214

Kuzminskyi, A. I., Bida, O. A., Kuchai, O. V., Yezhova, O. V., & Kuchai, T. P. (2019). Information support of educationalists as an important function of a postgraduate education system. Revista Romaneasca pentru Educatie Multidimensionala, 11(3), 263-279. http://dx.doi.org/10.18662/rrem/150

Kykylyk, A., Stukan, H., Hlushok, L., Shorobura, I., & Bloshchynskyi, I. (2020). Complex portfolio as one of the means of the future primary school teachers training of the new Ukrainian school. Revista Romaneasca pentru Educatie Multidimensionala, 12(1Sup1), 163-184. https://doi.org/10.18662/rrem/12.1sup1/229

Lavrenova, M., Lalak, N., & Molnar, T. (2020). Preparation of future teachers for use of ICT in primary school. Revista Romaneasca pentru Educatie Multidimensionala, 12(1Sup1), 185-195. https://doi.org/10.18662/rrem/12.1sup1/230

Maher, D., Phelps, R., Urane, N., & Lee, M. (2012). Primary school teachers’ use of digital resources with interactive whiteboards: The Australian context. Australasian Journal of Educational Technology, 28(1), 138-158. http://dx.doi.org/10.14742/ajet.888

Mukhamed, T. V. (2015). Postmodernistsiye modeli obrazovaniya [Postmodern Education Models]. Vestnik Moskovskogo gosudarstvenogo universiteta kul'tury i iskusstv, 4 (66), 71-79. https://cyberleninka.ru/article/n/postmodernistskie-modeli-obrazovaniya/viewer

Ovcharuk, O. V. (2020). Current approaches to the development of digital competence of human and digital citizenship in European countries. Information Technologies and Learning Tools, 76(2), 1-13. https://doi.org/10.33407/itlt.v76i2.3526

Pehoiu, G. (2019). Percept of teachers regarding integration of education for environment and sustainable development in primary schools. Revista Romaneasca pentru Educatie Multidimensionala, 11(2), 256-269. http://dx.doi.org/10.18662/rrem/128

Rebukha, L., & Polishchuk, V. (2020). Ukrainian Society and Сovid-19: the Influence of the Pandemic on Educational Processes in Higher School. Postmodern Openings, 11(2), 120-127. https://doi.org/10.18662/po/11.2/165

Reid, E., & Horváthová, B. (2016). Teacher training programs for gifted education with focus on sustainability. Journal of Teacher Education for Sustainability, 18(2), 66-74, https://doi.org/10.1515/jtes-2016-0015

Sanchez Rodriguez, L. I., Dominguez Saldivar, A., & Mendoza Jimenez, G. J. (2018). The professional practice of beginning teachers in primary education in Mexico. A case of study in Monterrey, Nuevo León, Mexico. Revista Romaneasca pentru Educatie Multidimensionala, 10(4), 201- 216. https://doi.org/10.18662/rrem/82

Sánchez-Sordo, J. M. (2019). Data mining techniques for the study of online learning from an extended approach. Multidisciplinary Journal for Education, Social and Technological Sciences, 6(1), 1-24. https://doi.org/10.4995/muse.2019.11482

Sebalo, L., & Teslenko, T. (2020). Future teacher training for self-education activity in physical educationat elementary school. Revista Romaneasca pentru Educatie Multidimensionala, 12(1), 105-119. https://doi.org/10.18662/rrem/202

Semchuk, S. I., Gavrilyuk, S. M., & Butenko, O. H. (2018). Methodological approaches to information and communication competence development of future specialists of preschool education. Information Technologies and Learning Tools, 66(4), 24-41. http://nbuv.gov.ua/UJRN/ITZN_2018_66_4_5

Sorochan, T. M., Bondarchuk, O. I., & Olifira, L. M. (2020). Experience-technologies in the development of information readiness of pedagogical employees for the performance of their professional activities. Information Technologies and Learning Tools, 76(2), 279-289. https://doi.org/10.33407/itlt.v76i2.3627

Tsilmak, O., Okhrimenko, I., Barko, V., Protsenko, O., & Gerashchenko, O. (2020). Psychological profile of unsuccessful university students. Revista Romaneasca pentru Educatie Multidimensionala, 12(2), 267-289. https://doi.org/10.18662/rrem/12.2/278

Tymchuk, L., Perepeliuk, I., Marusynets, M., & Mykyteihcuk, K. (2019). Organizational and pedagogical conditions of preschool educational institution and family partnership in the Republic of Poland. Revista Romaneasca pentru Educatie Multidimensionala, 11(3), 290-307. https://doi.org/10.18662/rrem/152

Varetska, O. V., Nikulochkina, O. V., Tonne, O. S. Kuzminskyi, A. I., Bida, O. A., & Vdovenko, V. V. (2019). Primary school teacher’s social competence in the postgraduate education. Revista Romaneasca pentru Educatie Multidimensionala, 11(4 Suppl. 1), 309-327. https://doi.org/10.18662/rrem/192

Vvedenskiy, V. N. (2003). Kompetentnost pedagoga kak vazhnoe uslovie uspeshnosti ego professionalnoy deyatelnosti [The competence of the teacher as an important condition for the success of his professional activity]. Innovatsii v obrazovanii, 4, 21-31.

Yereskova, T. V. (2020). Komunikatsiyni kompetentsiy i yak paternyy Evropeysʹkoho osvitnʹoho prostoru [Communication competencies as patterns of the European educationalspace]. Tsinnisno-oriyentovanyy pidkhid v osviti i vyklyky Evrointehratsiyi, Mizhnar. nauk.-metod. konf. (Sumy, 29-30 travnya 2020 roky). Sumy: Sumsʹkyy derzhavny yuniversytet, 19-21. https://drive.google.com/file/d/1ri7rvY_i7d-gk9xPHYi5BWZlqrq-IdmX/view

Yezhova, O. V., Pashkevich, K. L., & Gryn, D. V. (2019). Development of technology students’ ICT competence while teaching computer-aided fashion design. Information Technologies and Learning Tools, 73(5), 15-27. https://doi.org/10.33407/itlt.v73i5.2547

Downloads

Published

2020-10-05

How to Cite

Griban, G., Nikulochkina, O., Varetska О., & Suprun, D. (2020). Formation of the Primary School Teachers’ Information Competency in Postgraduate Education. Postmodern Openings, 11(3), 41-72. https://doi.org/10.18662/po/11.3/199

Issue

Section

Research Articles