Diagnosis of the formation of environmental competences of future teachers in the context of a European approach
Keywords:
environmental competence, future teachers, Erasmus+ project, diagnosis of environmental competenceAbstract
The article is devoted to the analysis of the problem of diagnosing the formation of environmental competence of future teachers. Environmental competence of future primary school teachers is considered as an integrated personal characteristic that combines comprehensive knowledge of environmental disciplines, practical skills and abilities of humane behavior in the environment, value attitude and perception of nature, experience in environmental activities. The article emphasizes that the formation of environmental competence of a modern teacher requires pedagogical support based on a combination of national and European experience. The article provides a thorough theoretical analysis of the concept of "environmental competence", presents scientific views of scientists from Ukraine and the European Union. In the course of the study, criteria (motivational and value-based, cognitive and worldview, operational and activity-based, reflective and evaluative), indicators and levels (initial, intermediate, sufficient, high) of environmental competence formation of future teachers were identified. A diagnostic tool for determining the levels of environmental competence was proposed. The study was conducted on the basis of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, with the participation of first-year bachelor's degree students of control and experimental groups. The obtained results showed that the indicators of the experimental group, which attended a one-year elective course of the international project Erasmus + 101085524 – EcoEdEU – ERASMUS-JMO-2022-HEI-TCH-RSCH "Ecological education of preschool and primary school children: a European approach", are higher and better than the indicators of the control group, which studied according to the standard educational program. In addition, the article proposes a number of methodological recommendations based on European practices, including: interdisciplinary integration, use of eco-platforms, organization of environmental events, implementation of art therapy and media education tools, development of environmental emotionality. The article allows us to deepen our understanding of the peculiarities of environmental competence of future teachers and ways to diagnose it.References
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