Keyword: «socio-ecological education»

The relevance of the studied problem is determined by the requirements to the personality of a modern teacher for the implementation of socio-ecological education of students in the conditions of environmental crisis and sustainable development of society. The importance of professional training of future teachers in order to implement the tasks of socio-environmental education and pedagogical activity in this area is emphasized in the Environmental doctrine, the Concept of sustainable development, the Concept of continuous environmental education, etc. The purpose of the research is to determine the significance of the socio-ecological approach in the professional training of future teachers for the socio-ecological education of students. The article presents the leading approaches to the study of the phenomenon of socio-ecological approach, as well as the author's view of the socio-ecological approach as a theoretical and methodological one that determines the content and process component of the professional training of future teachers for socio-ecological education of students. The socio-ecological approach in education combines social and ecological approaches, which integrates the sciences and allows for a more holistic study of certain problems, such as the development of socio-ecological education, formation of environmental culture, socio-ecological interaction of the individual in a socio-natural environment, etc. According to foreign studies, the socio-ecological approach involves 4 components: population, environment, technology and organization, which is reflected in the pedagogical system of continuous ecological education in the University, including subjects of the educational process ecologically sound educational environment, technology, forms, methods of socio-ecological education, process of design and organization of professional training for the upcoming activities on social-ecological education of students. The socio-ecological approach is based on the interdisciplinary principle, which promotes the interaction of two or more scientific disciplines, each of them acting independently, but involves combining efforts in solving and studying certain problems. This interdisciplinary science is social ecology. The practical significance of the research is that the results obtained, as well as the textbook "Social ecology" can be used in the process of designing the content of socio-environmental education in higher education and in the development of socio-environmental education of future teachers.

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 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.