- Ліпчевська, Інна Леонідівна (orcid.org/0000-0002-6901-5863) (2023) Primary school teachers’ visualizing educational information skills development Masters thesis, Інститут педагогіки.
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Abstract
Lipchevska I. L. Primary school teachers’ visualizing educational information skills development. Qualifying research paper retaining manuscript rights. The thesis submitted for the degree of Doctor of Philosophy in specialty 011 Educational. Pedagogical Sciences (01 Education/Pedagogy). – Institute of Pedagogy of National Academy of Educational Sciences of Ukraine, Kyiv, 2023. The thesis is a comprehensive research on the issue of primary school teachers’ visualizing educational information skills development. The result of the conducted research is the development, theoretical substantiation and successful experimental verification of effectiveness of the model of didactic system for the development of the studied skills. According to the concepts of “New Ukrainian School” (2016) and “Education 4.0: Ukrainian Dawn” (2022), a modern primary school teacher should be able to find, analyze, critically evaluate, interpret, update and effectively use the educational information represented in visual form in the professional and pedagogical activities; to create educational visual content with the involvement of modern information and communication technologies and digital software; to use forms, methods, techniques and means of visualization directly while interacting with students during the educational process. Visualization is widely used in modern digital society. Therefore, elementary school teachers involuntarily develop a certain level of visual literacy, but such knowledge and skills are fragmentary and are not sufficient for the effective implementation/use of educational information visualization in professional and pedagogical activities. Surveys of primary school teachers in 2019-2022 indicate the gradual teachers’ reorientation in determining the essence of visualizing educational information from the position of its equating with just the use of visualization tools towards considering it as an interactive teaching method; as well as a significant rethinking by teachers of the didactic potential of using visualization in the primary school educational process. At the same time, the dynamics of the implementation/use of visualization in the educational process is insufficient to achieve the expected results in the formation of visual literacy of primary school students in accordance with the requirements of the State Standard of Primary Education (2018), that is primarily due to the insufficient level of formation/development of the skills of primary school teachers in visualizing educational information. Thus, the relevance of the research topic is determined by the following contradictions between: - the didactic potential of using visualization in modern primary education (in particular, for leveling the negative psychological impact of the surrounding reality on pupils; intensification of the educational process to compensate for educational losses) and the stereotype that is present in most representatives of the pedagogical community regarding the identification of visualization with visualization tools, reducing the borders of its use only to illustrations of educational material; - clip-based thinking, the “visual attitude” of modern pupils regarding the perception of information and insufficient development of the didactic principles, taking into account these psychological features of the Alpha generation in the professional and pedagogical activities of primary school teachers; - the current actual level of development of information and communication technologies in the field of information visualization and not always appropriate rates of their implementation into the primary education system and the primary school teachers professional training system; - the existing request of the primary education system for the presence of a high level of development of the primary school teachers’ visualizing educational information skills as a component of their professional and pedagogical competence and the real level of its formation in teachers. The revealed contradictions can be summarized in the core for the research opposition between the need for developing the skills of visualizing educational information of primary school teachers, and the existing didactic influences in this direction in higher and postgraduate pedagogical education. This determines the need of solving the scientific-research tasks and achieving the goal - development, theoretical substantiation and experimental verification of the model of the didactic system for the development of the skills of visualizing educational information of primary school teachers. The skills of visualizing educational information of primary school teachers are defined as the ability of a teacher to consciously use basic knowledge and experience in application of forms, methods, techniques and means of visualization for the visual presentation of educational information in professional pedagogical activity, which integrates the following components: - motivational-purposeful (awareness by a primary school teacher of the possibilities and potential benefits of using visualization in primary education, motivation to use forms, methods, techniques and means of visualization in their own professional and pedagogical activity, professional interest and the ability to increase the effectiveness of their own pedagogical activity through formation and continuous improvement of the educational information visualization skills system); - cognitive-constructive (combines knowledge, abilities and skills in application of forms, methods, techniques and means of visualization with subject knowledge, didactic and methodical skills of a primary school teacher); - activity-project (accumulates the ability to determine the specific goals of using visualization in accordance with the educational context, the skill to implement/use visualization forms, methods, techniques and tools in the educational process in accordance with the requirements for the implementation of the provisions of the competency-based, activity-based and personally-oriented approaches triad and taking into account the psychological features of the primary school age children (age peculiarities of visual perception, imagination, imaginative thinking of pupils, etc.); it involves the creation of an emotionally positive psychological background and a creative research atmosphere during the use of visualization of educational information in the learning process); - reflexive-regulatory (aspects of control, evaluation, analysis, forecasting of class activity on visualization of educational information; self-evaluation, self-analysis, self-improvement and reflection of the teacher in order to increase the effectiveness of the use of visualization of educational information in particular and to improve the efficiency of the educational process in primary school in general). For the purpose of development of visualizing educational information skills, a model of the didactic system for the development of the skills of visualizing educational information of primary school teachers was developed and theoretically substantiated. It is integral (integrates interrelated and interdependent constructs, namely: methodological-purposeful, content-procedural and diagnostic-resultant); open (it is an element of the educational system of a higher hierarchical order, namely the primary school teacher training system, and also interacts with its other subsystems); dynamic (its content and procedural components are continually updated and modernized). It functions in the unity of the general (the skills of visualizing educational information are a component of the professional and pedagogical training of a primary school teacher), special (has its inherent features of the formation and development of visual literacy) and individual (the personal qualities of primary school teachers and the specifics of the modern educational process are taken into account). The need to create appropriate organizational and didactic conditions for the development of the skills of visualizing educational information of primary school teachers in the process of their professional and pedagogical training in higher pedagogical education institutions is defined as the foundational basis for the development of the author's model of the didactic system, namely: - updating the content of the primary school teachers professional and pedagogical training in the context of including knowledge about the visualization of educational information as an important component of primary education improving; - pass-through use of forms, methods, techniques and means of visualization in the educational-cognitive and professionally-oriented activities of (future) teachers within the framework of mastering the disciplines of the psychological-pedagogical cycle and during pedagogical practice; - creating psychological and didactic centers on issues of the visualization of educational information in the educational environment of educational institutions (general secondary education institutions and pedagogical institutions of higher education). The model of the didactic system for the development of educational information visualization skills of primary school teachers is presented in the unity of methodological-purposeful, content-procedural and diagnostic-resultant) constructs, where the methodological foundations of the development of visualization skills of primary school teachers are presented; the motivational-purposeful, cognitive- procedural and reflective-regulatory stages of the process of developing the studied skills are reflected. They involve the purposeful study and active use of forms, methods, techniques and means of visualizing educational information in educational and professional-pedagogical activities of primary school teachers. The realization (implementation in the educational process of educational institutions of different levels (general secondary education institutions and pedagogical institutions of higher education)) of the model of the didactic system for the development of the skills of visualizing educational information of primary school teachers involves in the primary school teachers training process: the use of interactive forms (interactive lectures (lectures-visualizations and problematic lectures); practical and seminar classes; independent individual work (with further presentation and group/collective discussion of the obtained results); training methods, techniques (polylogue, debate, brainstorming, associative bush, visualization, project method (case method), didactic game, role-playing game, simulation game, etc.) and means (author's digital resource on visualization in primary education, online services for creating/editing of visual content, educational resources); as well as application in the educational process of forms, methods, techniques and means of visualization for processing educational content, relevant and appropriate for use in the practice of primary education at the situational level. A criteria-diagnostic toolset was developed for assessing the current level and dynamics of the development of educational information visualization skills of primary school teachers: criteria (professional-motivational, cognitive-constructive, activity-reflective and resultant-practical) were determined, relevant indicators and levels of development of educational information visualization skills of primary school teachers were described, as well as the appropriate diagnostic tools for measuring the level of development of the studied skills (by components) were selected and improved. The efficiency of the designed model of the didactic system for the development of the skills of visualizing educational information of primary school teachers was verified experimentally: the model effectiveness was confirmed by the results of its implementation in the educational process of educational institutions. Before the beginning of the experimental work, the identity of the pedagogically significant characteristics of the experimental and control groups was ascertained. At the ascertainment stage of the experiment, the level of development of primary school teachers' educational information visualization skills was measured (using selected diagnostic tools). According to the results of the formative stage of the pedagogical experiment, statistically significant positive dynamics of changes in the levels of manifestation of indicators of the development of the studied skills among the respondents of the experimental group in comparison with the corresponding indicators of the participants of the control group was detected (at the control stage of the pedagogical experiment, measurements were carried out using the diagnostic toolset used for the ascertainment stage according to the determined criteria and indicators of the level of development of the skills of visualizing educational information of primary school teachers), a statistically significant difference in the characteristics of the experimental and control groups was also stated for all indicators of the criteria defined at the beginning of the experiment. On the basis of the dissertation materials, methodological manuals “Pedagogical mastery of a primary school teacher: visualization of educational information in primary school” and “Formation of future primary school teachers’ visualizing educational information skills: methods of diagnosis” were developed. They can be used in the training of primary school teachers in the institutions of higher pedagogical education of Ukraine and in the system of improving the qualifications of primary school teachers, during the compilation of textbooks, teaching manuals and methodical recommendations for primary school teachers. We see the prospects for further scientific research in the development of methodical and didactic resources aimed at ensuring the development of the primary school teachers’ visualizing educational information skills in the process of informal and informal education; development and initiation of open educational courses on the development of the skills of visualizing educational information of primary school teachers.
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