ПРИНЦИПИ ФОРМУВАННЯ ЕКОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ У ПРОЦЕСІ ФАХОВОЇ ПІДГОТОВКИ

Relevance. Higher education is designed to transfer to the student the knowledge, skills, and abilities in a particular field, promote the formation of humanistic values, broaden the student’s horizons, develop his/her ability to make creative solutions, and practice self-study. Professional training of future biology teachers shifts the focus to upbringing, developmental functions of education, the formation of a future teacher's personality, his/her holistic spiritual and moral development, high psychological stability, and readiness for the profession. Purpose. The study aimed to develop and substantiate the professional training of future teachers when studying pedagogical, methodological, and natural disciplines in pedagogical universities to promote the development of cognitive and professional interest of graduates, the formation of deep and persisting knowledge, and activate their professional self-determination. Methodology. We have identified the main directions for the formation of professional qualities of students in the upbringing and training process and during production practice (visits to the best schools; conducting lectures, practical and laboratory classes with the elements of profiling; the use of professional literature, elective courses, etc.). Results. Professional training of future biology teachers allows the subject of activity to reach the level that is legally required and sufficient for pedagogical activity. Conclusions. A 21st-century teacher should possess the following qualities: reflectivity in thinking and practical activity; tolerance; affection, love, tenderness; interest in technology and digital information; global awareness.

The study addresses to the modern praxeological approach of professional training of future primary school teachers on the research results application of modern neuroscience. The essence of praxeology as a science and praxeological approach in pedagogical activity is considered. The expediency of praxeological orientation during the professional training of future primary school teachers is substantiated. Theoretical bases of neurosciences studies in the system of pedagogical education and neuropedagogy formation are also considered. Based on the neuromyths spread, the problem of obtaining neuroscientific knowledge by future teachers in the context of praxeological orientation is actualized, which will significantly help to orient the latter to effective and efficient professional activity. The key structural components of the author’s model of primary school teacher’s training using a praxeological approach in the context of modern neuroscience are proposed and described in the study. The key theoretical provisions of the motivational and target component, organizational and procedural, semantic, operational and technological, diagnostic and effective components of the specified model are generalized. The theoretical provisions of modern neuroscience are detailed, which are the basis of the semantic component of the model. The purpose and tasks of the author’s course “Modern neuroscience in the education system” are determined, which is the basis of the content component of the model of training future primary school teachers. Perspective directions of future scientific studies are outlined - research of biological and neural feedback in educational activity.

The article considers the relevance of quality training of future teachers of natural sciences in modern conditions, which is due to the processes of reforming all links of the education system, global changes in the European labor market, the development of world science and pedagogical practice, as well as the shift of emphasis from the accumulation of knowledge to the mastery of methods of activity. The main strategic tasks and requirements for the quality of the educational process and the professional level of modern teachers are analyzed. The need for future teachers to master new functions, new content of activities, search and introduction of modern methods of teaching and learning was determined. Special attention is paid to the formation of ten key competencies among graduates of general secondary education institutions. The article deals with scientific studies of the problems of the individual's scientific research activity, which focuses on the formation of research skills in various categories of subjects. The importance of the formation of scientific-research competence in the system of training future specialists, researched by many Ukrainian and foreign scientists, is emphasized. The multidimensional process of scientific research activity in the formation of the personality of future technology teachers, which includes the development of research skills, independence and competences, is analyzed. The essence and theoretical justification of the students' research activity is defined, which involves the analysis of the concepts «scientific activity» and «research activity», especially in the context of the organization of such activity in higher education. The distinction between the concepts of «scientific activity», «scientific-organizational activity», «scientific-pedagogical activity» and «scientific-technical activity» is outlined. It is emphasized the need to refer to the reference-source base to clarify the specifics of the interpretation of the term «scientific-research activity».  The article examines the importance of research activity in the context of personality formation of future technology teachers. The role of innovative learning technologies, such as problem presentation, heuristic methods, game methods and case methods, in the development of critical thinking, research skills and independence of students is analyzed. The growing importance of information and communication technologies in education requires from future teachers the ability to critically evaluate and use online resources to ensure the quality of learning and active scientific research. The training of future technology teachers should include the development of skills to work in a hybrid research environment, using both traditional and digital resources. Developed research competence is a key aspect of improving the quality of the educational process and includes a system of motives, states, special attitudes, research knowledge, skills and abilities. 

The contradiction between the need for the development of an active bilingual personality of preschool children and the lack of training of scientific and pedagogical staff, solving the problem of development of children in a dialogue of cultures and multilingualism led to the choice of the research topic. The aim of the article is to generalize the scientific, theoretical and technological foundations of the formation of future preschool teachers’ competencies necessary for bilingual development of children, within the context of the dialogue of cultures and multilingualism. Professional training of future teachers for the development of bilingualism in children is realized thanks to a special systemically organized and differentiated technological complex of education, integrating traditional and innovative pedagogical technologies through communication. Pedagogical model of professional training of students for bilingual education of preschool children has to be focused on subjectivity, autonomy and reflexivity of activity at a facilitator role of the teacher and includes the following modules: a) module of theoretical training of students; b) module of practical training of students. Professional training should be aimed at strengthening linguistic, cultural and communicative aspects in the system of bilingual competence of teachers.

The article provides a comprehensive conceptual justification of the interaction between psychological, pedagogical, and value-based components in the process of professional self-development, which constitutes a key foundation for the effective training of highly qualified teachers. In the context of contemporary education, future teachers are expected to be capable of independent decision-making, creativity, responsibility, and continuous self-improvement. Therefore, the integration of motivational, axiological, and psychological aspects into teacher education becomes an essential condition for developing both professional competence and personal maturity. Special attention is devoted to the problem of forming motivational and value-based self-awareness among future teachers as one of the central factors influencing their professional growth and readiness for pedagogical activity. The article analyzes the interrelation between internal motives (personal needs, interests, aspirations) and external stimuli (social recognition, institutional requirements, professional demands) in shaping students’ professional motivation. This dynamic interaction is considered as a determinant of their professional orientation, self-concept, and system of value priorities. It is emphasized that sustainable professional development requires a balance between intrinsic drives and extrinsic incentives, ensuring the formation of stable professional identity and long-term commitment to the teaching profession. The axio-motivational approach to teacher education is examined as a theoretical and methodological basis for integrating personal values with the values of professional activity. This approach promotes the cultivation of moral responsibility, self-regulation, and the pursuit of self-improvement, which are especially important for future foreign language teachers who operate within intercultural and communicative contexts. The article also highlights the significance of pedagogical practice, professional communication, and collaborative activity in fostering professional self-awareness and the ability to apply theoretical knowledge in real educational settings. Furthermore, the paper synthesizes the results of previous studies regarding the classification of professional motives, the structural organization of axio-motivational orientation, and the pedagogical conditions that facilitate students’ professional self-development. It argues that the formation of axio-motivationalbased self-awareness should be regarded not only as a psychological process but also as an educational strategy aimed at enhancing the quality of teacher preparation. In this way, the integration of axio-motivational components contributes to building a new type of teacher – a professional who is not only academically competent but also value-oriented, ethically responsible, and motivated for lifelong learning.

The article examines socio-cultural aspect of professional training of future foreign language teachers. The purpose of the article is to substantiate the pedagogical conditions and structural and functional model of the socio-cultural competence formation of future foreign language teachers in the system of the pedagogical college. The main task of the study is to determine the structure, criteria, indicators and levels of socio-cultural competence of future foreign language teachers and to develop a structural and functional model of formation of their socio-cultural competence and its experimental verification. The research hypothesis lies in the assumption that the effectiveness of the socio-cultural competence of future foreign language teachers in the process of professional training in the pedagogical college will increase with the implementation of the following pedagogical conditions: the use of integrated socio-cultural tasks with variable content and innovative teaching methods. The formulated structural and functional model of sociocultural competence formation among future foreign language. The author's contribution to the development of the scientific field lies in the fact, that the use of interactive teaching methods encourages students to feel like subjects of socio-cultural competence and be active participants of this process. And this subjective position contributes to the development of cognitive motivation for socio-cultural competence, which contributes to the effective acquisition of socio-cultural knowledge and the effectiveness of the socio-cultural competence formation in general.

The article is devoted to the theoretical analysis of methodological bases for the formation of professional competence of applicants of higher art and pedagogical education. The purpose of the article is to substantiate the leading methodological approaches to the formation of professional competence of future teachers of art specialties. Methods. The following methods were used in the research process: analysis of scientific and pedagogical literature, generalization, synthesis, formulation of conclusions. The results. The authors of the article highlight the essence of the concept of "professional competence of future teachers of art specialties" and outline the directions of formation of this pedagogical category. The article suggests the analysis of the concept of "methodology" and "methodological approach". The benefit of the study is that the authors proved that the successful formation of professional competence of future teachers of art specialties will contribute to the implementation in the educational process of higher pedagogical education ideas of competency, system, activity, culturological, axiological and acmeological approaches. The essence and content of the mentioned methodological approaches in the context of art pedagogy are characterized. Conclusions. The authors of the article state that the analysis of scientific literature together with the essence and specifics of forming the professional competence of future teachers of art specialties enabled definition and theoretical substantiation of the leading methodological approaches, which realization in educational process of establishments of higher pedagogical education will promote achievement of the stated purpose. Among the outlined methodological approaches, the authors define the most important as studies have shown, they are acmeological, culturological and competence approaches. The competence approach helped to increase the professional competence of future teachers of art history. The acmeological approach allowed us to outline new plans and tasks, more complex than the previous ones. The culturological approach allowed outlining the main tasks of professional training of future teachers of art history. Their use should be done due to a number of factors defined by the authors according to every approach.

The research aims to develop a pedagogical model of a system for the formation of an individual style of professional activity (ISPA) of a future foreign language teacher. The article presents a comprehensive overview of the concept of modeling as a methodological scientific tool and also explores the issue of the typology of pedagogical models and their hierarchical structure. The concept of ISPA is presented, a model of the system for ISPA formation in future foreign language teachers is designed and described, and its structure and main characteristics are substantiated. The scientific novelty of the study is determined by the fact that it substantiates the structure of a pedagogical model of the system for the formation of an individual professional style of future foreign language teachers as a significant element of their continuous professional training and a condition for the effective adaptation of young teachers to the educational environment. As a result, the essence of pedagogical modeling as a methodological tool was revealed, structural types of pedagogical models were determined, and a structural and content project of a pedagogical model of the system for ISPA formation in future teachers was developed.

The article reveals the essence, relevance and main contradictions of the process of forming the readiness of future music teachers for professional activity in general secondary education institutions in the conditions of modern society. It is emphasised that the transformational processes in the education system, the introduction of a competencebased approach, the digitalisation of the learning environment and the growing demands on the teacher's personality necessitate a rethinking of the content, forms and methods of professional training of artistic specialists. The main problems that complicate the effective formation of future music teachers' professional readiness for professional activity in educational institutions of Ukraine are identified. These include insufficient integration of digital technologies into the educational process of students, and therefore a low level of digital competence of future teachers; limited interdisciplinary interaction and fragmented interdisciplinary learning; impossibility of integrating ICT into the educational process of students and their integration into music education; insufficient practice-orientedness of the educational process and the educational programme as a whole; low level of students' motivation for professional self-development; limited opportunities for pedagogical practice in schools with modern equipment; incomplete adaptation of the educational environment to the requirements of the New Ukrainian School and the modern digital space; incompatibility of traditional pedagogical methods of teaching with modern educational trends. The main problems that complicate the effective formation of the professional readiness of future music teachers are identified, including insufficient integration of digital technologies, limited interdisciplinary interaction, and weak practiceorientation of the educational process. At the same time, promising areas for improving educational training are outlined, including the use of innovative pedagogical technologies, the creation of a digital educational space, the implementation of interdisciplinary projects, and the development of the motivational and value sphere of the future teacher. The results of the study can be used to update the content of professional training of future music teachers, improve curricula and increase the efficiency of the educational process in artistic higher education institutions.

The article is devoted to the problem of professional training of future primary school teachers to organize a safety-oriented educational environment under conditions of risks in the context of reforming the educational system in Ukraine and taking into account global changes in all the spheres of human life, challenges, risks, and threats. The purpose of the article is to highlight the results of the experimental testing of the implementation of a model of a scientific and methodological system for the professional training of future primary school teachers to organize a safety-oriented educational environment under conditions of risks, which is due to the need to ensure quality primary education without endangering the life and health of all participants in the educational process, taking into account modern educational risks and threats. The implementation of the model involved updating psychological and pedagogical approaches, content, and theoretical and methodological substantiation of the professional training of future primary school teachers for this type of activity. The result of the model implementation is the formation of the readiness of future primary school teachers to organize a safety-oriented educational environment under conditions of risks. The diagnostic tools for experimental verification of the results of the model implementation are determined. The effectiveness of the implementation of the model of the scientific and methodological system of professional training of future primary school teachers for the organization of a safety-oriented educational environment under conditions of risks, which is presented in the results of the pedagogical experiment and is reflected in a statistically significant decrease in the proportion of future teachers with a low level of readiness to organize a safety-oriented educational environment under conditions of risks compared to the ascertaining stage of the study against the background of a significant increase in the proportion of future teachers with high and middle levels of readiness to organize a safety-oriented educational environment under conditions of risks, is proved.

Having determined at the previous stages of our research the state of readiness of future foreign language teachers to use information technologies in their professional activities, we came to the conclusion that it is necessary to make some changes in the educational process in order to improve the training of students. Thus, the purpose of our further work is to test the methodology developed by us in practice. Source for us were the following provisions: formation of readiness of future foreign language teachers for using informational technologies in professional activity should be continuous, i.e. it is necessary to involve students from the first to the last course and note the contents of educational disciplines, pedagogical practices, NIRS; in the process of training of future foreign language teachers to use informa-tion technologies in professional activities necessary orientation to the object of professional activity of teachers of a foreign language and its features. In order to develop organizational, stimulating and managing skills for future teachers when learning to communicate in a foreign language, we offered students to study such issues as: the possibilities of information technologies for organizing communication in pairs and small groups using role-playing games (based on simulation programs); the role of information technologies in the formation of communicative, linguistic and instrumental motivation when learning a foreign language; teaching monologue and Dialogic writing in a foreign language using information technologies; the main aspects of verbal communication activities of students using information technologies.

The content of legal education of future primary school teachers which is adequate to the structural and functional model of teacher’s professional readiness for increasing legal literacy of primary school pupils has been revealed and the main groups of competences, namely, normative and institutional, ideological and value-based, forecasting, procedural and functional as well as criteria and levels of readiness at the level of realizing certain actions during curricula and extracurricular activities and methods of diagnozing its effectiveness have been defined. The factors hampering innovations in professional activity of modern teachers have beenoutlined, in particular, socioeconomic factors and psychological barriers, personal anxiety, conformism, fear of one’s own incompetence, low self-esteem, subjective-biased attitude to innovations, unwillingness to take independent decisions without appropriate recommendations and guidelines. The pedagogical conditions that contribute to forming future teachers’ professional readiness for increasing legal literacy have been defined, namely, forming legal knowledge in the process of studying professional disciplines, improving the content of legal education by means of a special course, level-based diagnostics of professional readiness, etc. The training process has been considered as a certain educational strategy, based on the principles of students’ independent search and providing individualized and differentiated approaches to their training. It has been justified that professional training of future teachers for increasing legal literacy of primary shcool pupils is improved based on the influence of society due to adhereing to humanistic and democratic principles that significantly affect teachers’ innovative activities and perform initiating and stimulating functions. The methodical system of forming students’ knowledge, skills and developing their professional and personal qualities and abilities necessary for successful realization of professional legal activities has been studied. Comparative analysis of future teachers’ legal training in higher education institutions of Ukraine, Belarus and Kazakhstan has been conducted.

This article is devoted to the elucidation of the essence and results of a pedagogical experiment focused on the formation of future foreign language teachers’ awareness for monitoring activity. The pedagogical conditions which are believed to enhance the effectiveness of the process in question, - have been revealed therein. Among the said conditions, the following ones have been determined as leading: the intensification of the role of the pedagogical monitoring and organization of relevant pedagogical educational researchbased activities within the framework of pedagogical disciplines studied; the support of professional development of a teacher as the participant, organizer and facilitator of quality foreign language education and multi-cultural upbringing. Based on of the above-mentioned pedagogical conditions a conceptual model named “Formation of Future Foreign Language Teachers’ Awareness for Monitoring Activity in the Process of Their Professional Training” has been elaborated. The said model functions as a unity of the following components: motivational, didactic-strategic, organizational, content-technological, evaluative. The results of this model’s approbation in the process of the pedagogical experiment carried out have proved its high effectiveness. Furthermore, we have been able of revealing the essence of future foreign language teachers' awareness for monitoring activity being an important professional new development of their personality as consciously acting organizers, dispatchers and facilitators of quality foreign language teaching, deemed important for the future teachers' capability to plan, implement, correct and assess the results achieved during relevant educational tests carried out.

Introduction. The article examines the problem of forming professional identity and motivation among students in the process of mastering the discipline “Educational practice (research work (obtaining primary skills in research work))”. The current stage of professional training of future teachers is focused on mastering the methods of integrating educational subjects for organizing developmental research activities, which is reflected in the “Core of Higher Pedagogical Education.” The purpose of the article is to substantiate the way of formation of professional identity and motivation of future teachers in the process of educational practice (research work (obtaining primary research skills)”. Materials and Methods. Theoretical and methodological analysis, a method of diagnostic analysis, including a questionnaire of professional identity of students (U. S. Rodygina), diagnosing the internal position of students in relation to their future profession, the components of which are the characteristics of the professional identity of students “Emotional attitude” and “ Conscious activity"; a methodology for determining motivation for vocational training (V.G. Katashev), which allows one to study and analyze the level of motivation of students in the context of their vocational education; methods of mathematical statistics. Results. Testing students – future primary school teachers in the process of educational practice to obtain primary skills in research work allowed us to conclude that the motivation of future primary school teachers is normal. As a result of the study, it was revealed that according to the questionnaire “Professional Identity of Students” (U. S. Rodygina), the highest average score was noted on the scale “positive emotions associated with meeting a person’s needs in the profession”, the lowest average score corresponds to the scale “position of a student’s passive attitude” to the acquired profession”. The results obtained from the diagnostic “Methodology for determining motivation for vocational training” showed that the highest average score corresponds to the normal level of motivation, the lowest – to the average level of motivation. Discussion and Conclusions. The obtained results of the study substantiate the relevance of the problem of forming professional identity and motivation among students of the faculty of primary school teacher training in the process of educational practice. The educational practice carried out at the faculty plays a key role in the formation of students’ primary research skills. The peculiarities of the implementation of this type of practice is that the process of training future teachers consists of three modules: methodological foundations of scientific knowledge; methods of psychological and pedagogical research; registration of the results of scientific work. Each module is aimed at achieving the goal of practice: obtaining primary research skills in organizing and conducting psychological and pedagogical research in education, processing and presenting its results. The module tasks are aimed at students performing a number of practical actions: studying the fundamentals of the scientific method; choosing a topic and research question; literature review; data collection and analysis; interpretation of results; writing a scientific article or report; preparing a presentation; public speaking practice; cooperation with the scientific supervisor; publication and feedback. The authors emphasize the effectiveness of the tasks used in the process of developing students’ research skills.

The article is devoted to the issue of the implementation of artistic and pedagogical interpretation technologies in the content of professional training of future music teachers in the study of artistic innovations in educational institutions. The purpose of the article is to consider the advantages of introducing pedagogical, artistic and pedagogical interpretation technologies into the content of professional training of future musical art teachers and to present examples of their use in the educational process of those obtaining a master's degree in the specialty «Secondary education (Musical art)». In the process of experimental work, the following research methods were used: theoretical: analysis, synthesis, comparison, systematization; empirical: observations, surveys, presentation of an artistic and pedagogical interpretation of a musical work. The results. The following methods are considered by the author to be the leading methods of interpretive music-pedagogical technologies: artistic-pedagogical analysis of a work, artistic-pedagogical narrative, pedagogical interpretive cognition, perceptive immersion into the meaningful sphere of a musical work, individual critical understanding of interpretive versions of works, artistic-interpretive activity, presentation of a psychological portrait of the composer, comprehension and modeling the musical meaning of the work. In the author’s opinion the above methods reflect the general process of interpretation activity and are related to the phenomenon of musical interpretation. To characterize the musical and pedagogical interpretation technologies and their pedagogical tools, the author has given twenty one examples of recommended creative tasks for the training of future music teachers on the practical lesson topic «Methods of training applicants for the artistic and pedagogical interpretation of vocal, choral and instrumental musical works of various genres and eras for teaching musical art in 5th grade of general secondary education establishment». Conclusions. The author has defined that the introduction of artistic and pedagogical interpretation technologies into the content of the professional training of future music teachers in the study of artistic innovations in educational institutions contributes to the development of the students' motivation to master musical and pedagogical innovations, allows to activate the development of aesthetic sense, taste, perceptive abilities, critical thinking, and the formation of the skills of creating one's own artistic and pedagogical interpretations, their substantiation from the point of view of understanding the author's idea, artistic cognitive and communicative activity. Prospects for the development of the raised problem are the study of the interrelationships of artistic-pedagogical interpretive and hermeneutic technologies in the content of professional training of future music teachers.