Methodology for Developing Information-Analytic Competency of

Future Primary Class Teachers

Furkat M. Zakirov

, Khamrakul R. Sanakulov

, Sobirjon Kh. Meyliev

Rozimurod B. Abiev

and Ziyamuhammad B. Nematov

Tashkent State Pedagogical University, Tashkent, Uzbekistan

Keywords: Information - Analysis, Competence, Pedagogue, Methodology, Improvement, Development, Control.

Abstract: In today's era of the burgeoning global information society, the significance of information in shaping future

professionals is paramount. There is a growing recognition that society's future strategic prowess lies not in

energy resources, but in information and scientific knowledge. Information emerges as the primary resource

driving scientific, technical, and socio-economic progress, profoundly impacting the rapid advancement of

science, technology, and diverse industries. Moreover, it plays a pivotal role in modernizing education

processes. As such, the increasing role of information in moulding future specialists underscores its pivotal

importance in shaping the trajectory of societal development in the 21st century.

1 INTRODUCTION

The current landscape of education in Russia is

shaped by global trends, notably the rapid

advancement of modern computer technologies.

These technologies are increasingly integrated into

the educational process for both students and adults,

with educational institutions equipped to handle

digital information processing. Despite this, the

higher pedagogical school lacks an effective system

for leveraging computer technology, impacting

teaching quality and teacher proficiency levels.

Efforts to address this gap include widespread

training programmes for teachers in computer

literacy. However, completion of such courses does

not always translate into effective integration of

technology into teaching practices. Possessing basic

computer skills does not equate to pedagogical

proficiency in utilising technology for professional

purposes.

A key focus for vocational education

development is nurturing future specialists with the

requisite skills for innovative practice, emphasising

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https://orcid.org/0009-0007-2143-0017

competent information management and active

engagement in professional knowledge acquisition.

2 METHODOLOGY

Research conducted by scholars such as A.S. Belkin,

B.S. Gershunsky, E.F. Zeer, A.B. Khutorskoy, T.I.

Shamova, and N.M. Yakovleva, among others, has

delved into theoretical aspects of cultivating

specialist competence within the continuous

education system. Simultaneously, studies on

enhancing teacher professional competence, led by

researchers like O.A. Akulova, J.I.H. Zakharova,

N.V. Kuzmina, J.I.M. Mitina, S.A. Pisareva, V.V.

Sokolova, and V.M. Sokolov, underscore the

potential for teachers to acquire new professional and

personal attributes through the development of

information competence components.

The efficacy of a teacher's pedagogical endeavours in

an increasingly digital education landscape hinges on

their information competence development. This

encompasses not only mastery of computer skills but

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Zakirov, F., Sanakulov, K., Meyliev, S., Abiev, R. and Nematov, Z.

Methodology for Developing Information-Analytic Competency of Future Primary Class Teachers.

DOI: 10.5220/0012971600003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 1414-1416

ISBN: 978-989-758-723-8

also adeptness in handling information broadly.

Scholars like E.E. Vakhromov, B.S. Gershunsky,

S.D. Karakozov, D.Sh. Sailor, E.S. Polat, J. Raven,

I.V. Robert, and M.A. Kholodnaya have addressed

this aspect in their works.

However, an analysis of existing literature indicates a

dearth in the development of future teachers'

information competence regarding its motivational,

cognitive, operational, and reflexive dimensions. This

gap prevents the attainment of desired competence

levels amidst the ongoing informatization of

education.

Thus, the significance of this study is underscored by

several factors: the escalating demands for future

teacher information competence driven by modern

computer technology advancements; evolutionary

shifts in higher pedagogical education systems

necessitating enhanced teacher information

competence; the unfulfilled potential of educational

institutions in preparing highly competent teachers;

and the inadequately addressed issue of information

competence development in pedagogical theory and

practice.

3 DISCUSSIONS

The research problem lies in the contradiction

between the societal demand for future teachers'

information competence and the inadequate

theoretical and practical groundwork addressing this

issue. Drawing from regulatory documents,

educational experience, and scholarly literature, this

study aims to bridge this gap and offer valuable

insights into the development of information

competence among future educators. The theoretical

foundation of this study is robust, encompassing

systems theory, activity theory, competency-based

education, informatization theory, and more,

providing a comprehensive framework for analysis

and exploration.

Systems theory, advocated by scholars such as V.G.

Afanasyev and L. von Bertalanffy, offers a holistic

perspective on educational systems, considering the

interplay between various components. Activity

theory, as championed by B.G. Ananyev and P.Ya.

Galperin, focuses on the dynamic relationship

between individuals and their environments,

providing valuable insights into the processes

involved in learning and development. Competency-

based education, supported by A.S. Belkin and E.F.

Zeer, emphasises the importance of developing

specific skills and abilities required for professional

practice, aligning closely with the goals of this

research.

Moreover, informatization theory, as explored by

D.S. Matros and E.S. Polat, sheds light on the

integration of information and communication

technologies into educational contexts, offering

valuable perspectives on the challenges and

opportunities presented by digitalisation. By drawing

upon these theoretical frameworks, this study seeks to

develop a nuanced understanding of the factors

influencing the development of information

competence among future teachers.

Empirical methods play a crucial role in this study,

offering insights into effective teaching practices and

assessing future teachers' information competence.

Through the analysis of successful educational

experiences, researchers gain valuable insights into

the strategies and approaches that contribute to the

development of information competence among

future educators. Additionally, ascertaining

experiments allow for the assessment of future

teachers' information competence, providing valuable

data on their proficiency levels and areas for

improvement.

Furthermore, formative experiments enable

researchers to test the effectiveness of a model for the

development of information competence among

future teachers and the accompanying

implementation strategy. By observing, questioning,

testing, and self-assessing, researchers gain valuable

insights into the efficacy of the proposed model and

its potential impact on future teachers' professional

practice.

In contemporary society, the urgency of addressing

future teachers' information competence arises from

evolving scientific, technical, and socio-economic

landscapes. Philosophical, psychological,

pedagogical, and methodological inquiries have

informed the study's goal: to develop and

theoretically substantiate a model for future teachers'

information competence and an effective

implementation strategy.

By synthesising theoretical insights with empirical

findings, this research aims to advance pedagogical

theory and practice, ensuring future educators are

equipped to meet the demands of a digitally driven

educational landscape. Through a rigorous analysis of

regulatory documents, educational experiences, and

scholarly literature, this study offers valuable insights

into the development of information competence

among future teachers, addressing a crucial need in

contemporary education.

Methodology for Developing Information-Analytic Competency of Future Primary Class Teachers

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4 CONCLUSION

In conclusion, our research has focused on the crucial

process of nurturing the information competence of

future educators. Our efforts have centred on

developing and implementing a model that integrates

structural and functional components, serving as a

cornerstone in cultivating the competence under

study. Additionally, we have strived to design a

technology for effectively implementing this model,

aiming to foster the requisite knowledge, skills, and

personal qualities essential for addressing

professional challenges amidst students' immersive

engagement in information activities. This approach

advocates for participatory management of students'

information pursuits and the application of active

learning methods facilitated by information and

communication technologies. By emphasising the

holistic development of future teachers' information

competence, our research endeavours to contribute to

the enhancement of educational practices and the

preparation of educators equipped to navigate the

complexities of modern educational environments.

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