A comparative analysis of the ecological (environmental) educational component of the training in students of Natural Science Departments (Chemistry, Biology, Earth Sciences, Ecology) and future teachers of natural sciences has been carried out. The general and professional competences, program results of training, and applicants training educational programs on the example of several Ukrainian universities are analyzed. It is revealed that the formation of environmental competence is carried out by acquiring environmental education by means of interactive technologies, forms, and methods of organizing the educational process. The positive influence of students’ involvement in research, environmental, ecological, and naturalistic work in extracurricular time on the formation of their environmental competence has been confirmed. The role of educational and industrial practices in the process of students’ professional training and the formation of their environmental competence is emphasized.
The article considers the essence and potential of STEM-education, the implementation of which is important for the training of specialists of the new generation and socio-economic development of our country. The core of the basic concepts of STEM-education as a new direction in education is revealed, the appearance of the acronym "STEM" is covered, its meaning is discussed, and the conceptual field of its synonymous categories is analyzed. The main advantages of this area and the main issues of STEM-approach implementation in the domestic education system are clarified. The experience of the world's leading countries (including the USA, Great Britain, and Canada) in the implementation and development of STEM-education is analyzed. The conclusion about efficiency of activity of the establishments of the general secondary education focused on STEM-technologies is made. The necessity of improving the education system of Ukraine focusing on the experience of STEM programs implementation in the above-mentioned countries is substantiated. Possibilities of application of STEM-technologies in the New Ukrainian School (NUS) are defined (at an initial stage of training in particular). The conclusion is made about the need to restructure the whole learning process, which presupposes moving away from the teacher-centered model of learning, giving students initiative, stimulating their activity, activating development of critical thinking and creativity. It is noted that the role of teachers in STEM-education is changing, which, in turn, raises the issue of training and retraining of teachers who could work in this direction and transfer the process of STEM-education from individual to mass. The need to provide educational institutions with appropriate material resources (LEGO designing sets, computers, new generation of textbooks, etc.) has been confirmed.
Вісник Житомирського державного університету імені Івана Франка.Педагогічні науки. Вип. 3 (102) 64 development of values and stable motivations for teachers to develop health preserving competence of students.The content component provides for the improvement of the content of teacher training courses, enrichment of its health issues in the activities of teachers, as well as the development of the author's course "Teachers' training for the development of health preserving competence of students". The operational (operational-activity) component contains various forms, methods, means, methods of professional and pedagogical training of teachers aimed at the realization of its goals and objectives, namely: business games, trainings, discussions, individual, creative tasks, modeling, tasks of creative and research character, directed on mastering by the teacher of a complex of means which promote the organization of pedagogically expedient interaction with pupils concerning a health problem. The control-evaluation component is aimed at monitoring and assessing the level of readiness of teachers to develop health-preserving competence of students, the appropriate correction of this process.The performance component is represented by the structure of the teacher's readiness to develop health-preserving competence of students, which consists of axiological, cognitive, activity, personal components. To determine the effectiveness of the formation of teacher readiness, a number of criteria were chosen: value-motivational, cognitive, activity and personalvolitional.
The problems of formation of national consciousness and patriotism in future citizens occupy a prominent place in the conditions of reforming modern pedagogical education, which presupposes local history studies (LHS) mastering and cultural training of future teachers, in particular teachers of geography. The importance of this issue has been discussed for quite some time. Thus, at the beginning of 2000 in such legal state documents as the Decree of the President of Ukraine (2001) "On measures to support the local history studies movement in Ukraine", the Resolution of the Cabinet of Ministers (№ 789; 10.06.2002) "On approval of the Local History Studies Development Program for 2010 it was stated that "local history remains an underdeveloped branch of science, as evidenced by the lack of general theoretical development and terminology in this area" [15]. The importance of local history knowledge of a geography teacher is recognized and maintained at the state level and is reflected in the legal program documents of his/her training. Thus, among the special competencies (SC) in the educational and professional training program for future teachers of geography is the one that is manifested as "the ability to implement local history approach during geography lessons, extracurricular and out-of-school activities"; moreover, among the program results "the ability to form environmental values and responsible attitude to nature takes a prominent place, as well as the designation of respect for cultural
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