To the problem of studying the state of formation of ecological competence of future teachers of natural sciences

Abstract

The article analyzes the approaches that have developed in pedagogy on the problem of studying the state of formation of ecological competency of future professionals. To this end, the functions that rely, which laid on on the ecological competency of the future teacher of natural sciences: worldview, socio-cultural, socio-economic, practical consumer, professional self-realization and public education are identified and substantiated. On the basis of the specified functions the structure of ecological competencу of future teachers of natural sciences is defined and defining criteria of formation of each of structural components are allocated. Assessment of the state of formation of the information-cognitive component of ecological competencу of the future teacher is proposed to be carried out by cognitive criterion, formation of value-motivational component – by axiological criterion, formation of professional-activity component – by practical-procedural criterion and reflexive-evaluative component – according to the normative-worldview criterion. According to the structure of ecological competencу of future teachers of natural sciences and criteria and indicators of its diagnostics, the levels of its formation are defined and characterized: low – unconscious incompetencу, medium – conscious incompetencу, high – conscious competencу. An analysis of the results of a survey of future teachers of natural sciences, which was aimed at clarifying the conditions and features of the educational process in the context of the formation of environmental competence. Identified differences in the environmental training of higher education students in the specialty «Secondary Education» of the relevant subject specializations of natural sciences, gave grounds to conclude that for representativeness of the sample representation of participants in the pedagogical experiment should be carried out on a parity basis, which must be followed during the formation of control and experimental groups and at all stages of the study.