Theoretical substantiation of the structural and functional model of the technology for forming the readiness of future biology teachers for environmental and valeological education of secondary school students

Abstract

His article summarizes and critically examines contemporary theoretical approaches to developing a model that represents a qualitatively new level of training for higher education students, in line with societal needs and the requirements of state standards in the field of professional education. It is emphasized that the application of pedagogical modeling in the process of preparing future biology teachers for the ecological and health education of elementary school students is a key factor in enhancing the effectiveness of the educational process. This is due to the fact that modeling provides a holistic and visual representation of the interrelationships between the components of the pedagogical system, allowing for the identification of its structural characteristics, functional features, and patterns of development. The purpose of the article is to justify and develop a structural-functional model of the technology for preparing future biology teachers for this type of educational activity. The proposed model reflects a logically organized system of interrelated blocks: the conceptual-goal block, which encompasses the social mandate, goals, objectives, and regulatory and legal framework; the theoretical-methodological block, which defines the set of scientific approaches and principles for organizing the educational process; the content-technological block, which includes forms, methods, means, pedagogical technologies, academic disciplines, and corresponding pedagogical conditions; and the criteria-outcome block, which involves defining the components of readiness, criteria for its development, levels, and the final outcome. The technology for forming the readiness of future biology teachers for ecological and valeological education of basic school students is defined as an integrated, scientifically grounded system of pedagogical influences and organizational-methodological measures based on modern achievements in pedagogy, psychology, ecology, and valeology. It is aimed at the gradual and purposeful formation of future biology teachers' professional readiness to implement ecological and valeological education of basic school students. This process involves the development of their environmental awareness, a value-based attitude toward health and the environment, the acquisition of a system of relevant knowledge, skills, and abilities, the formation of pedagogical competence, and the capacity to design, organize, and implement the educational process. It also includes readiness for reflection, self-development, and the implementation of innovative approaches in professional activity. It is concluded that the implementation of the developed structural-functional model of forming the readiness of future biology teachers for ecological and valeological education of secondary school students ensures an increase in the level of their professional training, promotes the purposeful development of ecological awareness and valeological culture, the formation of the necessary knowledge, skills, and abilities, as well as readiness for the effective implementation of ecological and valeological education in practical pedagogical activity, which overall improves the quality of the educational process and meets modern requirements of school education.