THE PROBLEM OF FORMING ENVIRONMENTAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING
DOI:
https://doi.org/10.35433/pedagogy.2(121).2025.15Keywords:
environmental education, competence, environmental competence, environmental competence of future primary school teachers, formation of environmental competence of future primary school teachersAbstract
The article presents an analysis of the basic concepts of the study (environmental education, competence, environmental competence, environmental competence of future primary school teachers, formation of environmental competence of future teachers in the process of professional training). Various approaches to the investigation of the problem of formation of environmental competence of future primary school teachers in the process of professional training are analyzed (systemic, activity, competence, axiological, local history and ecology, culturological, technological). The process of formation of environmental competence of future primary school teachers is considered in historical-pedagogical, psychological, philosophical aspects. Based on the systemic, activity, axiological, technological approaches, a structural-functional model of formation of environmental competence of teachers of primary education has been developed, which considers the main provisions of the concept of "New Ukrainian School" (NUS) and modern trends in training of future pedagogical workers in higher education institutions. The main components of the model are structural (goal-motivational, informational, activity-based, emotional-value, creative-search, reflective) and functional (diagnostic-corrective, developmental-projective, stimulating-motivational, organizational, control-evaluative). In the process of the study, factors influencing the effectiveness of environmental training of applicants for the first (bachelor's) level of higher education were identified and the levels of readiness of applicants for higher education for the formation of students' environmental competence were determined. The presented survey results confirm the relevance of the problem and the need for further study in order to improve the content and forms of training future teachers for environmental and educational activities.
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