Essential Characteristics of Future Biology Teachers’ Readiness for Ecological and Valeological Education of Middle School Students

Abstract

Abstract. The article addresses the problem of ecological and valeological education of the modern teacher and the formation of readiness of future biology teachers for ecological and valeological education of middle school students. The solution of pressing problems related to environmental preservation and human health requires significant changes in various spheres, including political, economic, socio-cultural, and educational domains. Such a transformation aims to establish a new approach to the relationship between humans and nature. It is emphasized that a modern biology teacher must possess a high level of ecological culture and valeological competence, be aware of the value of health as both an individual and social phenomenon, and have knowledge of the patterns of functioning of living systems and principles of sustainable development. An important aspect is the formation of professional readiness to implement ecological and valeological education, which involves integrating ecological and health-preserving knowledge into the content of the educational process. The article reveals the content and structural components of future biology teachers’ readiness for ecological and valeological education of middle school students, namely cognitive, axiological, resultative, and self-regulatory components. The criteria for readiness are identified as intellectual-worldview, motivational-value, activity-practical, and reflexive-evaluative, which determine:the system of ecological, valeological, and biological knowledge at the level of concepts and categories; understanding of the patterns of human–nature interaction based on a humanistic worldview; professional knowledge of age-related characteristics of middle school students and methods for forming readiness for ecological and valeological education; awareness of the social significance of ecological and valeological education;positive attitude toward ecological and health-preserving values; intrinsic motivation for professional activity in this field; ability to design and implement ecological and valeological educational activities; application of health-preserving and ecologically oriented pedagogical technologies; integration of biology content with ecological and valeological issues for self-health management; capacity for self-analysis of one’s pedagogical activity; assessment of the results of ecological and valeological education of students; readiness for professional self-improvement. The conclusion is that the readiness of future biology teachers for ecological and valeological education of middle school students is an integrative personal-professional quality manifested in the teacher’s ability and stable orientation to effectively conduct a purposeful educational process aimed at developing students’ ecological consciousness, value-based attitude toward nature and their own health, and ecologically and valeologically appropriate behavior. This readiness is formed during professional training at higher education institutions and implies the unity of knowledge, values, motives, skills, and practical experience necessary for the implementation of ecological and valeological education in modern middle school conditions.