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INFORMATION CULTURE AS A NECESSARY COMPONENT OF PROFESSIONAL COMPETENCE OF FUTURE TEACHERS
A. P. Khuzhamkulov
The article deals with the issue of the formation and development of the information culture of teachers that must be based on a competence approach, ensuring students' mobility and their best adaptability in changing information environment.
Key words: competence approach, information culture, “information”, “informational”, computer literacy.
Within the concept of higher education, and in accordance with the applicable state educational standards of professional higher education of Uzbekistan, the following requirement for the educational process is justified: it must be organized so as to maximize students’ ability to understand the system of scientific knowledge, to acquire self-learning skills, and to effectively use the information in their professional activities to achieve peaks of professional excellence (acme).
The information society requires the formation of a new type of education, in which learning becomes an inherent part of all human life. In order to become (and remain) a specialist, it is necessary to constantly acquire new knowledge, not limiting oneself with knowledge that has been once obtained in a certain educational institution [1]. A set of qualities that allows performing these activities effectively is an indication of a high level of information culture [2]. The teacher should be able to navigate in a continuously growing information flow and develop this ability in students.
Summarizing the existing points of view on the concept of “information culture”, they can be reduced to two basic approaches: information culture as an integral part of the culture [3, 4]; information culture as a set of certain qualities of a person. Let us give only some definitions: “the information culture is a set of information capabilities that are available to those skilled in any field of activity at any period of development of civilization” [5]; information culture is a degree of perfection of man, a society of its certain parts in all possible forms of working with information: its receipt, storage, coding and processing of any kind, creation on its basis of qualitatively new information, its transmission, and practical use” [6]; information culture is a level of knowledge that enables a person to freely navigate in the information space, to participate in its formation and ensure information interaction” [7]. The above viewpoints concerning the information culture are not contradictory, but on the contrary are complementary. At the same time, in the semantic interpretation of the said notion, there is an uncertainty; often the level of information culture is determined only by the ability to use a personal computer. Although this is a very important quality of a teacher, such an approach is not satisfactory, since the information culture includes a much broader set of components that complement computer literacy [8].
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However, it should be noted that many important questions remain poorly developed, and a holistic approach to understanding the information culture of a teacher is only the beginning of its development. Analysis of real educational practices at pedagogical high schools shows that even at the stage of professional training of future teachers, the focus is made on development of utilitarian computer literacy and fragmentary readiness of professionals to use information (computer) technologies in their professional work, and on predominance of narrow “push-button” technology in their IT preparation. A lack of an integrated approach to development of the information culture of a teacher may have an adverse effect on the demand for the teacher, the possibility of the teacher’s self-realization in the information society, and activity in the contemporary social and cultural situation. In our opinion, information culture is an essential element of the pedagogical culture, no less important than the culture of pedagogical dialogue, and economic, political, legal, moral, artistic and aesthetic qualities. Taking into account the fact that information penetrates into all areas of activity of a human being and society, it is clear that all these elements of pedagogical culture are impossible without the information component.
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Translated from Russian by Znanije Central Translastions Bureas
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