Vera V. Tolmacheva

The article is devoted to the problem of fostering socio-ecological readiness of a future teacher to solve professional problems in the context of sustainable development of education. The aim of the study was to substantiate the concept, the essential content and the component composition of the socio-ecological readiness of the future teacher based on the provisions of systemic activity-oriented, axiological, problem-oriented and interdisciplinary approaches. In the course of the work done, the results of modern foreign and domestic psychological and pedagogical research on the problem of forming the readiness of a future teacher for various types of activities were analyzed and summarized, which made it possible to substantiate the author's vision of the considered professionally significant characteristic. From the position of the systemic activity-oriented approach, the specifics of socio-ecological training were determined, the key provisions and principles of the axiological approach formed the basis of the content, and the problem-based and interdisciplinary approaches determined the technological side of the formation of socio-ecological readiness of the future teacher as a result of the studied process. The result of the article was a scientifically grounded author's original idea of the essence of the concept and the component structure of the professionally significant characteristic being studied. The essence of socio-ecological readiness of a future teacher is considered as an integrative education, which includes a stable system of motives and values, body of knowledge necessary to solve relevant professional tasks, ability to set them, plan solutions, choose and apply adequate means of solution, evaluate the results of actions and make appropriate adjustments. Socio-ecological readiness is represented structurally by a combination of value-motivational, cognitive, orientation-reflective and activity-based components. The theoretical significance of the article lies in the generalization of relevant psychological and pedagogical research on the problem under study and the definition of the concept, component composition and content of the socio-ecological readiness of the future teacher, which allows the author to use the results obtained in further work devoted to the problem of socio-ecological training of students in the university system. The practical significance of the research lies in the substantiation of ways to build the process of socio-ecological training of future teachers in the context of sustainable development of education based on the varieties of solved professional tasks. The results of the article obtained by the author can be used in designing the process of socio-ecological training of future teachers in the university system, as well as in diagnosing the level of socio-ecological readiness formation.

The presented article is devoted to the urgent problem of socio-ecological education in the system of higher pedagogical education from the viewpoint of its content and determination of educational results. The process of socio-ecological education is focused on the formation of a system of competences in a university graduate, allowing him/her to solve professional problems not only with a clear subject orientation, but also those that are associated with universal characteristics, in particular, in social and environmental spheres. The purpose of the article is to justify the component structure and the essence of such an integrative characteristic of a pedagogical university graduate as socio-ecological competence. The degree of scientific elaboration of the problem of socio-ecological competence formation among university graduates allows us to define it as a certain integrative characteristic based on a value-ideological foundation. A graduate who has gained socio-ecological competence is characterized by systemic knowledge, formed philosophical and professional ideas, as well as a subjective position regarding the solution of problems related to environmental protection and the responsibility for the consequences of personal decisions. The works of O.S. Anisimov, D.S. Ermakov, S.V. Alekseev, T.A. Oreshkina, S.N. Glazachev, A.I. Subetto, O.A. Nechaeva, O.E. Perfilova, E.N. Chekanushkina, E.G. Sharonova and other scientists allow us to define the structure of the socio-ecological competence of the future teacher from the standpoint of systematicity and integration, where each of the selected components cannot exist without relation with others. The difference in the verbal designation of the components does not prevent the allocation of their meaningful commonality in the form of a combination of motivational, value, cognitive, practical components. The theoretical significance of the article lies in the generalization and analysis of the current views of foreign and domestic scientists regarding the content of social and environmental competence. The scientific value of the article is in substantiating the author’s view on the problem of determining the essence of the component content of the social and environmental competence of a university graduate in the form of motivational-value, cognitive, orienting-reflexive and activity components from the standpoint of axiological, competency-based and interdisciplinary approaches.

The relevance of the problem under study is due to the importance of a realistic and comprehensive analysis of the environmental education implementing practice in higher education, taking into account the principle of different disciplines interrelation. Today, the main attention is focused on the formation of universal competences among future teachers, including the ability to maintain a certain level of preparedness to ensure full range of professional and social activities, as well as create and maintain safe living conditions. Moreover, the practice of higher education shows that the integration of disciplines content, the ability to solve professional problems based on the knowledge of a complex of related scientific fields have not changed for the better. Many negative opinions are still being expressed, the reason for which may be insufficient study of the factors contributing to the formation of integrative professionally significant characteristics. One of these characteristics is the socio-ecological preparedness of the future teacher to improve the health of preschool children. The purpose of our study is to develop the main approaches to diagnosing the level of the future teachers’ social and ecological preparedness formation to improve the health of preschool children. The article reveals the author’s point of view on the criterion-level assessment system, and also shows the substantial characteristics of the studied type preparedness formation levels: adaptive-reproductive, interpretive-constructive and transformative. The practical significance of the work lies in the opportunity to demonstrate clearly the substantive side of the diagnostics process of future teachers’ social and ecological preparedness formation, specifying the component structure, relevant criteria and indicators of preparedness formation. The analysis of the diagnostic work within the framework of the stated goal allows us to reach the conclusion about the state of the issue under study in the practice of higher pedagogical educations, to identify the most problematic aspects for planning the appropriate work to increase the level of socio-ecological preparedness of the future teachers to improve the health of preschool children. The described form of work can become the basis for changes of the theory and practice of the future teachers’ social and ecological preparedness formation to improve children’s health in the conditions of the higher pedagogical school.

The article presents key facts and events, reflecting the specifics of formation of development process of socio-ecological knowledge in Russia in the 20th century. Special attention is paid to consideration of research scientists introduced in the period and had a significant impact on the current socio-ecological education in our country.

Key measures passing within the framework of the All-russian research and practice conference in SurGPU on the base of faculty of psychology and pedagogics are reflected in the presented article. Each of the declared days of conference had the structure and specific of the examined questions exposing the declared subjects of measure.