Kyva V. Development of the information and communication competence of teachers in the system of military education in the process of remote learning

The dissertation investigates and solves the scientific problem in pedagogical theory and practice on the development of information and communication competence (ICC) of teachers in the system of military education in the process of remote learning. Analysis has been made to study how deeply the issue of development of ICC experts in the academic practice is researched, based on an information, competency-based, subject-activity, andragogical and contextual methodological approaches, and substantiation has been provided for the essence and structure of the basic concept of “ICC teachers in the military education system” as to be the dynamic professional skill of the teachers involved in the military education system to apply to systemic and contextual use of Information and Communication Technologies (ICT) in academic practice, which shows itself in the integrity of value-based and incentive, intellectual, information and technology based, praxeological and subject components. The professionally-oriented model of development of ICC of teachers in the system of military education in the process of remote learning has been substantiated and experimentally tested. Its main blocks are conceptual (containing the purpose and subordinated primary tasks for the development of ICC of teachers in the system of military education according to the fundamental principles of information, competence-based, subject-activity, andragogical and contextual methodological approaches); content-related (containing the content of the ICC of teachers; the requirements for its development taking into account the modern achievements in the psychological, pedagogical and methodological fields, information sphere; contributing to the consistency, continuity and persistence of development of the system of their informational and communicative knowledge); subject (containing the process of interaction between the teaching subject – the teacher(s) and the learning subject – the learner(s); methodological (containing the author’s methodology for the development of ICC of teachers in the system of military education in the process of remote learning); diagnostic and resulting (containing criteria and indicators for diagnosing the development of teachers’ ICC; its levels of development (low, medium, sufficient, high). Methodology has been developed and methodological recommendations have been provided regarding the development of ICC of teachers in the system of military education in the process of remote learning the methodology assumes the following main stages: value-motivational, developmental, finishing. The basis for its implementation was the remote education course “Information and Communication Technologies in Scientific and Pedagogical Activities of Teachers” in accordance with the author’s curriculum. The criteria and indicators for diagnosing the development of ICC of teachers in the system of military education have been developed: value-motivational (values of scientific and pedagogical activities with application of ICTs; motivation for the development of ICC); cognitive (knowledge of ICTs theory; knowledge of theoretical aspects of analysis and decision-making in the military sphere with the application of ICTs; knowledge of technology for modeling of processes (phenomena) in the teaching of general and special military disciplines; knowledge of theoretical aspects of cybersecurity in the process of using ICTs in teaching of general and special military disciplines; knowledge of modern hardware and software; knowledge of technology of software development according to a specific teaching methodology); technological (the ability to use ICTs; the ability to develop and use modern hardware and software and test them for cyber-vulnerabilities); functional (the ability to use ICTs in scientific and pedagogical activities; the ability to synthesize various software tools to enhance the teaching of general and special military disciplines; the ability to develop informational software tools for use in teaching of specific general and special military disciplines); reflexive (scientific and pedagogical subjectivity in the information society; the ability to self-assessment as a subject of information-analytical activities within the framework of implementation of the functions of a teacher of general and special military disciplines). The empirical data of the pedagogical experiment make it possible to conclude that the proposed model and methodology for the development of teachers’ ICC are effective and can be recommended for introduction into the scientific and pedagogical activities of teachers in the system of military education.