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

Grygoriy Griban (), Olena Nikulochkina (), Оlena Varetska () and Daria Suprun ()
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Grygoriy Griban: Zhytomyr Ivan Franko State University, Zhytomyr, Ukraine
Olena Nikulochkina: Municipal Institution “Zaporizhzhia Regional Institute of Postgraduate Pedagogical Education” of Zaporizhzhia Regional Council, Zaporizhzhia, Ukraine
Оlena Varetska: Municipal Institution “Zaporizhzhia Regional Institute of Postgraduate Pedagogical Education” of Zaporizhzhia Regional Council, Zaporizhzhia, Ukraine
Daria Suprun: National Pedagogical Dragomanov University, Kyiv, Ukraine

Postmodern Openings, 2020, vol. 11, issue 3, 41-72

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.

Keywords: information competency; primary school teachers; postgraduate education (search for similar items in EconPapers)
JEL-codes: A23 (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:lum:rev3rl:v:11:y:2020:i:3:p:41-72

DOI: 10.18662/po/11.3/199

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