Information and educational learning environment as a tool of developing teachers’ civic competence in the Netherlands

- Гриценчук, О.О. (orcid.org/0000-0003-3173-7649) (2020) Information and educational learning environment as a tool of developing teachers’ civic competence in the Netherlands Diploma thesis, Інститут інформаційних технологій і засобів навчання.

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Abstract

The complex research of a problem of use of the information and educational environment as means of development of civic competence of teachers in the Netherlands is carried out in the dissertation. The conceptual and categorical apparatus of the research is specified and the characteristic of the information and educational environment for the development of civic competence of teachers is given on the basis of the experience of Netherlands. The characteristics and features of the information and educational environment in the Netherlands and Ukraine in the context of European integration processes are revealed. The stages of formation and development of information and educational environment as a means of developing civic competence of teachers in Ukraine and the Netherlands are highlighted. The characteristics of information and educational environment for the development of civic competence of teachers based on the experience of the Netherlands are: accessibility, dynamism, openness, innovation, flexibility and adaptability, communication, democracy, feedback, cross-cutting issues of civic education, project orientation. A model of information and educational environment as a means of development of teachers’ civic competence has been developed and scientifically substantiated. The information and educational environment model for the development of civic competence of teachers consists of the following parts: goal-setting component (purpose, tasks, social demand; target audience, approaches, principles, standards, frameworks); organizational and content component (methodological guidelines, forms and methods of using ICT, content areas and components of teachers’ civic competence, civic education digital resource hub); technological component (ICT tools and digital technologies); diagnostic and results-based component (criteria - cognitive, value-motivational, activity-reflexive), levels of development of teachers’ civic competence in the information and educational environment (high, medium, low), and tools for diagnosis). The main components of the methodology of using the tools of information and educational environment as a means of developing civic competence of teachers were developed, and its effectiveness was experimentally tested. Criteria, levels and descriptors for assessing the civic competence of teachers in the information and educational environment have been developed. The criteria are the following: cognitive (knowledge, awareness), value-motivational (encouragement, assistance, motivation), activity-reflexive (transparent communications, dissemination, use); the levels are: high, medium, low; and descriptors of assessment of civic competence of teachers in IOS have been developed. The indicators are developed in accordance with the approaches outlined in the international strategic documents, such as: the Council of Europe Framework Competence for Democratic Culture (2016), UNESCO (UNESCO ICT Competency Framework for Teachers, 2011, 2018), EU (Digital Competence Framework, 2.0, 2.1. (2017), Digital Competence Framework for Educators (2018), DigCompEdu (2018), etc. Recommendations on the use of the model of information and educational environment as a means of developing civic competence of teachers for the system of Ukrainian postgraduate pedagogical education based on the experience of the Netherlands are done. Scientific novelty and theoretical meaning of the research: – for the first time the characteristics of the information and educational environment (IEE) as a means of developing civic competence of teachers in Europe and Ukraine are revealed, the model of information and educational environment as a means of developing civic competence of teachers is theoretically substantiated and developed; the main stages of the evolution of IEE as a means of developing civic competence of teachers in European countries and in Ukraine are identified: Stage I - the end of the 90s - the beginning of the 2000s - the stage of non-standardized formation and implementation of the basics of IEE in the postgraduate pedagogical education system; Stage II - early 2000s - 2010 - increasing the number and diversification of ICT in the postgraduate pedagogical education system; Stage III - 2010 - to date - the stage of standardization and improvement of IEE - generalization of approaches to the concept of IEE and the creation of framework competency requirements for teachers in the postgraduate pedagogical education system; the criteria, levels and descriptors for assessing the civic competence of teachers in the IEE has been developed; the procedure of the creation and the use of IEE for in-service teacher training system has been developed; – the content of basic concepts has been clarified: civic competence of teachers as the ability to actively and responsibly protect and care for human rights, interests and needs of the state and a member of society as a citizen, to form these values in their students, to implement their own educational and self-educational activities to develop and spread democratic values of civil society; information and communication competence of teachers as a proven ability to autonomously and responsibly use, create and design digital resources, ensure their accessibility for participants in the educational process, to form students' critical attitude to information and communication technologies, to organize educational process using distance learning technologies in order to achieve learning goals and for the personal lifelong professional development; – future developments of the theoretical and methodological principles of using information and communication technologies to develop the information and educational environment as a means of developing civic competence of teachers, in particular for their implementation of civic education and professional development has been suggested. – The practical significance of the achieved results of the study is that the following are developed: the main components of the methodology of using the information and educational environment as a means of developing civic competence of teachers; the methodological recommendations based on the experience of the Netherlands "The use of digital educational resources in the field of civic education for the development of information and communication and civic competences of teachers" are developed, which include calendar-thematic planning for 17 hours and contain three modules: I - information and communication and civic competencies of teachers as key competencies in the age of digital technologies; ІІ - development of information and educational environment for the development of civic competence of teachers; III - the use of digital educational resources and information and educational environment for the development of civic competence of teachers; the teacher survey (online questionnaire) on the use of digital environment tools by civic education teachers in the framework of the Program for Support of Educational Reforms in Ukraine "Democratic School" has been developed developed. The materials of the research can be used: for the development of in-service teacher training programs, in the part of the use of IEE for the development of civic competence of teachers; for the pedagogical universities; to improve the skills of secondary educational establishments administrators; to develop textbooks, guidelines for the creation and use of IEE as a means of developing civic competence of teachers.

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