FORMING ENVIRONMENTAL COMPETENCE FOR FUTURE BIOLOGY TEACHERS

Introduction. In the critical environmental situation in which our country is, the school simply does not have the moral right to cultivate a consumer attitude towards nature. Under this approach, the study of the process of formation of environmental competence of future biology teachers is relevant and timely. Purpose. The purpose of the article is to form ecological competence of future biology teachers and to identify issues that need thorough study and generalization. Methods. The following research methods and techniques were used: theoretical analysis of pedagogical literature, which allows substantiating the starting points of the study; interpretive-analytical methods, on the basis of which sources are studied using synthesis, analysis, systematization and generalization. Results. Ecological competence of future biology teachers is defined as awareness of the basics of ecological nature management, compliance with the rules of environmental behaviour, economical use of natural resources, understanding the importance of nature conservation for sustainable development of society. The forming of environmental competence of future biology teachers is influenced by social and pedagogical factors. It was determined the level of ecological competence of future biology teachers according to three criteria: cognitive-oriented, value-oriented and activity-practical. A prominent place in the system of forming of ecological competence for future biology teachers belongs to the principles of teaching and education, including: science, nature of conformity, system and consistency, integration, differentiation and individualization, cultural conformity, accessibility, continuity and continuity, variability of forms and methods of teaching, interdisciplinary, strength of knowledge, unity of intellectual and emotional-volitional, unity of intellectual and emotional-volitional, pragmatism. Conclusion. Thus, based on the analysis of the definition of «environmental competence», modern scientists have identified the essence of environmental competence of future biology teachers and characterized the social and pedagogical factors influencing the formation of the studied phenomenon. In addition, three levels of environmental competence of future biology teachers have been identified, namely: cognitive-cognitive, value-oriented and activity-practical. It is established that the leading place in the system of forming of ecological competence for future biology teachers belongs to the principles of teaching and education.