Scholarly record
FORMATION OF ENVIRONMENTAL COMPETENCE IN FUTURE TEACHERS: INTEGRATION OF COMPETENCY-BASED AND PERSONALITY-ORIENTED APPROACHES
Abstract
The article is devoted to the theoretical and methodological substantiation of the ecologically competent formative model of future teachers in the professional training system. The purpose of the research is the theoretical substantiation and development of the ecologically competent formative model of future teachers. To achieve the goal, the following tasks were defined: to analyze modern scientific approaches, clarify the essence and ecologically competency structure, substantiate the methodological principles of its formation and to develop an appropriate model. In the process of the research, the ecological competent content of as an integrative component of the professional competence of a teacher was clarified and its structure was determined, which includes ecological, communicative, psychological-pedagogical, social and methodological components. A multi-component ecologically competent formative model of the future teacher was developed, which integrates the professional activity structure, the system of personal qualities and individual-psychological characteristics on the basis of competency and personality-oriented approaches. It has been established that the effectiveness of the environmentally competent formation is ensured under the interdisciplinary integrative conditions of the educative content, a combination of theoretical training with practical activities and the orientation of the educational process to the value attitudes and environmental consciousness development of the future teacher. The proposed model ensures the professional training integrity and can be used to improve the educational process in institutions of higher pedagogical education. The work uses the methods of systemic and competency analysis, comparative review of scientific sources, logical-semantic and structural-functional analysis.
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References15
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