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Abstract: The formation of new educational results is not possible within the framework of the previous educational environment and traditional methods, forms and means of teaching. The widespread introduction of computer technologies in all spheres of human activity makes us look for new forms of organization of the educational process. One of the forms of modernization of educational activities in the classroom is the creation of an open information educational environment (IEE). There are a lot of examples in the pedagogical literature of the formation and use of such environments and this set suggests that there is no universal IEE. Like the teacher’s personality itself the information and educational environment must correspond to the learning objectives on the one hand as well as to the capabilities and inclinations of specific students on the other. Therefore educational practice creates the need to consider aspects of the implementation of IEE in the educational process. In the context of this the article describes the theory and practice of designing the teacher’s information and educational environment. It is proposed a project-program for the formation of a teacher’ personal IEE. The problem of cognitive dissonance of students is considered. Based on the analysis of literary sources, normative documents and generalization of research results the authors propose options for filling content and activity components of the technology for forming the information and educational environment. The structure, levels, and functions of the IEE are given and the stages of designing the teacher’s information and educational environment are established. The theoretical significance of the results lies in the analysis of the structure of the information and educational environment, which is determined by the pedagogical purpose and didactic significance of creating a personal information and educational environment of the teacher. The practical significance lies in the development of a project program for the design of the teacher’s information and educational environment. Conclusions about the feasibility of developing a teacher’s IEE aimed at eliminating cognitive dissonance of students are formulated. Prerequisites have been created for changing the organization of the educational process at school.