У статті представлено теоретичний аналіз та визначення сутності поняття «екологічна компетентність» у контексті освітніх нормативних документів та досліджень науковців, визначено критерії, показники, охарактеризовано рівні сформованості готовності майбутніх учителів біології до розвитку екологічної компетентності учнів основної школи. Описано результати експериментальної перевірки ефективності організаційно-педагогічних умов та методики формування досліджуваної якості у майбутніх учителів біології у процесі навчання у вищих педагогічних закладах освіти.
Purpose. Theoretical study of organizational and pedagogical conditions for the formation of the readiness of future biology teachers for the development of ecological competence of primary school students and experimental varification of the effectiveness of the methodology for their implementation. Methodology. Theoretical – analysis, synthesis, systematization, specification, comparison, theoretical modeling with the aim of developing a methodology for preparing future biology teachers for the development of environmental competence of primary school pupils; empirical – observation, interviews, questionnaires, analysis of the results of students’ creative activity; testing, method of expert evaluation; pedagogical experiment; methods of mathematical statistics were used to process the data obtained, to identify the quantitative dependencies between the phenomena under investigation and to verify the liability of the results of experimental research. Results. Pedagogical conditions and methods of forming readiness of future teachers of biology to the development of ecological competence of secondary school pupils are theoretically proved and experimentally tested. Originality and practical value. On the basis of generalization of theoretical positions and the analysis of the results of the state stage of the experiment there was developed the model of forming «readiness of future teachers of biology to the development of ecological competence of secondary school pupils». Realization of the model is provided by the sequence of the stages of methodology of realization of organizational and pedagogical terms of forming “readiness of future teachers of biology to the development of ecological competence of secondary school pupils” (semantic and orientation, active and cognitive, operation and practice), each of them foresee the usage of pedagogically expedient forms, methods, techniques of work with future teachers of biology, directed on their forming of readiness to the development of ecological competence of secondary school pupils. Conclusion. Readiness of future biology teachers to develop the ecological competence of schoolchildren has been increased.
