ENSURING THE READINESS OF THE FUTURE SPECIALIST TO IMPLEMENT THE TAKS OF ENVIRONMENTAL EDUCATION

Abstract

The article covers the environmental training of a specialist. The article considers environmental education as one of the priority areas of state policy; the task of environmentalization of the educational process in the preparation of a future specialist and the process of establishing environmental education in Ukraine. The qualification characteristics of any profession today should include its professional readiness to carry out the tasks of environmental education. However, there is still no coherent coordinating concept that would clarify the socio-ecological functions of the teacher regardless of the subject profile. The analysis of modern scientific-theoretical and methodological approaches to environmental training shows that the system of professional teacher education has not yet reached a consensus in this aspect. The practice of education feels a lack of methodologically grounded conceptual provisions for the ecological training of teachers in relation to the specifics of their professional education. The method of educational work as a component of the professional training of a specialist in the system of higher vocational education and post-graduate education should not impose on the teacher the skills of using stable forms of worldview education, but should form the need for constant search and updating of methods of adequate influence on the valuable attitude of children to nature with priority attention to the mechanisms of activation of cultural activity Thus, the actual tasks of training a specialist to implement the tasks of environmental education involve the teacher's conceptual and theoretical understanding of the peculiarities of the interaction of the aesthetic and ecological worldview in the system "society - culture - nature", the correction of one's own value approaches to the surrounding world, his awareness of the mechanisms of transformation of personal potential into operational composition of professional activity. All this will significantly increase the probability of the teacher's formation of the necessary meta-knowledge and meta-skills for the successful organization of worldview education.