Postmodern Openings

Table 3. The determination of the validity of the primary school teachers’ 
information competency components (V), points 
Source: Authors’ own conception 
Information competency 
components
The number of points 
∑ 
V 
1 
2 
3 
Motivational and value-based 
12 
8 
7 
49 
0.30 
Procedural and conceptual 
2 
10 
15 
67 
0.41 
Regulatory and reflexive 
13 
9 
5 
46 
0.29 
The validity of each indicator of the information competency 
formation (M) was determined under the motivational and value-based 
(Table 4), procedural and conceptual (Table 5), regulatory and reflexive 
(Table 6) components. The primary task of the formative stage of the 
experiment was to organize work on the formation and development of 
motivational readiness of the teachers of experimental groups for the 

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Formation of the Primary School Teachers’ Information Competency in … 
Grygoriy GRIBAN, et al. 
60 
information competency formation. The purposeful activities of all 
participants of the educational process for the information competency 
formation involved the systematic use of exercises that increased the 
motivational readiness of primary school teachers to carry out information 
activities, master the technology of planning and conducting lessons in 
primary school using pedagogical program means. 
Table 4. The determination of the validity of indicators under the motivational and 
value-based component, points 
Source: Authors’ own conception 
The indicators 
The number of points 
∑ 
V 
1 
2 
3 
4 
The formation of social, psychological and 
pedagogical motives, and the motives of 
personal growth of primary school teachers 
in the formation of their information 
competency 
8 
8 
4 
7 
64 0.24 
The cognitive interest in acquiring new 
knowledge and formation of educational 
and information skills in postgraduate 
education 
4 
5 
10 
8 
76 0.28 
The motivation for successful studying 
8 
10 
9 
– 
55 0.20 
The need for self-development and self-
expression 
7 
4 
4 
12 
75 0.28