STRATEGIES FOR DEVELOPING INFORMATION CULTURE IN HISTORY TEACHER TRAINING

Abstract

This article explores strategies for developing information culture among history teacher trainees, recognizing it as a core competency for effective teaching in the digital age. Information culture, encompassing the ability to search, evaluate, process, store, and ethically use information, is becoming increasingly vital in the context of modern pedagogical practice. The study synthesizes theoretical perspectives from information science, pedagogy, and history education, emphasizing that history teachers must be equipped not only with subject knowledge but also with the skills to critically engage with historical sources in digital and traditional formats. Key strategies discussed include integrating information literacy into teacher education curricula, employing project-based and inquiry-based learning approaches, fostering critical evaluation of historical narratives in online media, and promoting the use of digital archives and virtual history labs. The article also addresses challenges such as information overload, the prevalence of misinformation, and the need for continuous professional development. The proposed framework is contextualized within Uzbekistan’s educational reform agenda, highlighting how global best practices can be adapted to local needs to ensure that future history educators are competent, responsible, and innovative in their use of information resources.