Experience-Technologies in the Development of Information Readiness of Pedagogical Employees for the Performance of Their Professional Activities

Abstract

The article features an innovative approach to the development of information readiness of pedagogical staff for the performance of their professional activities in full-time distance postgraduate learning. The essence and components (motivational, cognitive, operative and personal) of pedagogical staff's readiness for professional activity are characterized. Indicators of the distribution of teachers by levels of their information readiness (low, medium, high) for professional activity are given. The article also highlights methodology and results of the empirical study of the levels of pedagogical staff's information readiness for their professional activity, testifying to the insufficient level of development of such readiness with a considerable number of educators. It is shown that a high level of such readiness is peculiar to only one-tenth of the participated educators, who have deep and complete knowledge, skills and experience of work with information. They are characterized by developed personal qualities that provide active character and responsible attitude to the professional activity in the conditions of uncertainty. Other respondents have a partial (or nonexistence) awareness of possible negative consequences from the use of information, insufficient willingness to bear responsibility, as well as an inability to understand the regularities of information processes in the context of uncertainty, etc. The essence of experience technologies of the development of information readiness of pedagogical staff to professional activity in conditions of part-time distance teaching in postgraduate education is revealed. It also highlights the specific features of the implementation of experience technologies regarded as a tool for specialist training on the basis of practical experience and their application in the process of professional development. It emphasizes the effectiveness of experience technologies in non-linear forms of training, which create the conditions for learners to make a conscious choice of learning content and forms of their own professional development.

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

“…This position is decisive because more and more scientists tend to believe that the progress of mankind depends on the level of personal development, rather than on economic growth (Cojocariu, & Mareş, 2019;Kykylyk et al, 2020). This led to the change of the concept of human resources to the concept of human competence (Sorochan et al, 2020). The competency-based approach to defining the goals and content of education is not new.…”

“…(Amelina, & Tarasenko, 2018;Ceausu, 2018). The main aim of postgraduate education of primary school teachers in the information society is the acquisition and development of certain competencies that should provide the opportunity to work effectively under conditions of the dynamic development of the modern world (Sorochan et al, 2020;Cantu, & Martinez, 2006). Comparing the goals of higher and postgraduate pedagogical education, Ivanchuk, Kostashchuk, Machynska, & Oliynyk (2020) states that higher educational institutions are responsible for the acquisition of historically established, sustainable professional knowledge and skills, and the institutes of postgraduate pedagogical education -for the formation of innovative professional competencies.…”