scholarly journals Preparation of Teachers for Ecological Education of Preschoolers Taking Into Account the Natural and Sociocultural Environment of the Kindergarten

2021 ◽  
Vol 16 (4) ◽  
pp. 122-131
Author(s):  
Lavrentyeva Nina G. ◽  
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Professional Training ◽  
Theory And Practice ◽  
Ecological Education ◽  
Sociocultural Environment ◽  
Ecological Responsibility ◽  
Social Ecological ◽  
The Future

A teacher is a key figure in ecological education of preschoolers for their safe and happy future life. Intensiveness of preschooler’s development, dependence of his life from grown-ups, direction of development to future life requires to raise social ecological responsibility of teachers before the future generation. The purpose of the article is to show the specific character of teachers’ training as the organizational and pedagogical condition of ecological education of preschoolers in the conditions of natural and sociocultural environment of a kindergarten. Analysis of theoretical sources and teaching practice allows you to identify the most valuable content lines and technological mechanisms of professional training of preschool students and practicing teachers for environmental education of children. The research methods are the analysis of the theory and practice of environmental education of preschoolers, professional training of teachers, generalization, and correlation of the analysis results with the goals of sustainable development, comparison, systematization, questioning of teachers of preschool educational organizations. Achieving the goals of sustainable development of society makes it necessary to focus the content and technologies of organizing environmental education for children on the knowledge of the consistency of the structure and functioning of the natural and sociocultural world, the allocation of ecosystems of different levels in it. In this case, the semantic needs of the future will be reflected in the pedagogical design of the present. Determination of the system-forming role of environmental education will optimize professional training and comprehend the unity of natural science and humanitarian knowledge. Strengthening the personal orientation of education by taking into account the level of training, individual interests, preferred styles of information processing, increases cognitive activity and creative self-realization of each student. The use of project activities and interactive forms and methods of designing environmental education for children create conditions for improving the professional qualities of teachers, increase the value of training. Thus, the directed specificity of the content of vocational education of kindergarten teachers from the perspective of the future increases their social and environmental responsibility to future generations and the effectiveness of the results of environmental education of preschoolers in the process of professional implementation. Keywords: professional training, ecological education of preschoolers, natural and sociocultural environment, system-forming role of ecological education, social ecological responsibility

scholarly journals Theory and practice of environmental education at the end of XX century: problems of development

2010 ◽  
pp. 243-254
Author(s):  
G. Nedurmagomedov
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Key Words ◽  
Theory And Practice ◽  
Ecological Education

The article discusses the contribution of the Soviet and Russian scientists in the 60-ies and 90-ies of ХХ century into the development of the theory of environmental education. It characterizes ideas, opinions and main concepts in the system of pupils’ environmental education presented in the works of leading specialists on environmental education. Key words: environmental education, ecological education, environmental culture, sustainable development.

Methodological Approaches to the Continuity of an Environmental Culture Forming as a Platform of Sustainable Development Culture

2020 ◽  
Vol 15 (4) ◽  
pp. 6-15
Author(s):  
Dzyatkovskaya Elena N. ◽  
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
General Education ◽  
Educational Process ◽  
Comparative Characteristic ◽  
Ecological Education ◽  
Criteria And Indicators ◽  
Methodological Approaches ◽  
Ecological Culture

The article describes the changes taking place in culture and education of the 21st century in connection with the civilization search for ways of sustainable development. The role of environmental culture as a platform for the formation of a sustainable development culture is considered. The problem of developing methodological approaches to ensuring the continuity of the formation in general education of the foundations of a culture of sustainable development based on ecological culture is actualized. The conclusion is made about the new mission of environmental education as education for sustainable development, which forms the prerequisites for the development of the foundations of sustainable development culture. A comparative characteristic of environmental culture in its classical understanding as a result of natural-scientific ecological education of schoolchildren, and ecological culture for sustainable development, as the integration of cultural results of all general education, is given. The essence of culturological, cultural-creative, value-worldview, integrative, semiotic-hermeneutic and institutional approaches to ensuring the continuity of the formation of ecological culture and culture of sustainable development is revealed. The development degree of these approaches and the pedagogical means of their implementation in the general educational process are analyzed. It is concluded that the application of the identified methodological approaches requires a rethinking of the theory of constructing the environmental education content, its sources, criteria and indicators of its results, primarily personal

scholarly journals Civic and environmental education of future preschool education specialists

2021 ◽  
Vol 7 (3A) ◽  
pp. 512-518
Author(s):  
Sabina Ivanchuk ◽  
Olga Dronova ◽  
Anna Vozniuk ◽  
Nataliia Мyskova ◽  
Tetiana Shulha
Keyword(s):  
Nature Conservation ◽  
Environmental Education ◽  
Professional Training ◽  
Preschool Education ◽  
Ecological Crisis ◽  
Educational Institutions ◽  
Ecological Education ◽  
The Future ◽  
Personal Qualities

In connection with the rapid and catastrophic deepening of the ecological crisis, an urgent need arose to change the system of relations between humanity and nature. But the basis for this can only be a change in the consciousness of people, and it is advisable to start this process from preschool childhood. Such tasks in the upbringing of children place high demands on educators in their professional training, in particular, acquiring knowledge and developing skills. But the personal qualities of the teacher play an equally important role in this, and this is especially necessary for preparing for the environmental education of preschoolers. The example of the educator in nature conservation, his attitude to animals and plants, determines the behaviour of children in the future. So, the issue of professional training of future educators of preschool educational institutions for the ecological education of children becomes relevant.

scholarly journals Continuous social and environmental education of the future teacher in the interests of sustainable development of society

2021 ◽  
Vol 52 (4) ◽  
pp. 147-159
Author(s):  
Amina A. Niyazova ◽  
◽  
Anvar N. Khuziakhmetov ◽  
Keyword(s):  
Sustainable Development ◽  
Professional Training ◽  
Future Teacher ◽  
Ecological Education ◽  
Mathematical Methods ◽  
Systematic Analysis ◽  
Empirical Survey ◽  
Leading Role ◽  
The Future ◽  
The Individual

Introduction. The concept of sustainable development defines the socio-ecological direction as the leading one in the system of interaction between society and nature, which emphasizes the importance of continuous socio-ecological education of the individual. Continuous socio-ecological education in the interests of sustainable development provides not only the solution of socio-ecological problems, the co-evolution of society and nature, but also the upbringing of an ecologically cultural and educated person, where the leading role is assigned to the teacher. Modern higher pedagogical education is a mechanism for the development of the socio-ecological education of a future teacher, which determines the readiness of the last to implement continuous socio-ecological education of students. Materials and methods. The experimental study involved 285 students enrolled in the educational program "Pedagogical education". The study was based on the Tobolsk D.I. Mendeleev Pedagogical Institute (branch of Tyumen State University), BI HE KhMAO-Ugra "Surgut State Pedagogical University". The study was based on theoretical, empirical, survey-diagnostic and mathematical methods (Fisher φ-criterion). Research results. A theoretical systematic analysis of the literature made it possible to reveal the content of the concepts of “socio-ecological education for sustainable development”, “socio-ecological education of a teacher”, to develop and present the structure and process of development of socio-ecological education of a teacher, which fills and enriches the theory of pedagogical science with new knowledge. The statistical analysis of the results obtained showed the reliability of differences in the level of development of the socio-ecological education of the future teacher in motivational-value (φemp = 5.78; p≤0.01), cognitive (φemp = 6.80; p≤0.01), activity (φemp = 4.89; p≤0.01) and reflexive-regulatory components (φemp = 7.28; p≤0.01), which indicates the positive dynamics of the level of development of socio-ecological education of the future teacher. Conclusions. The conducted experimental work showed the effectiveness of the implemented organizational and pedagogical conditions in the process of professional training of a future teacher for continuous socio-ecological education in the interests of sustainable development of society and the positive dynamics of the development of socio-ecological education of a future teacher, the reliability of which was statistically confirmed using the Fisher t-criterion.

scholarly journals ENVIRONMENTAL EDUCATION IN RURAL AREAS - A REAL SUPPORT FOR SUSTAINABLE DEVELOPMENT

2016 ◽  
Author(s):  
Florin Constantin MIHAI
Keyword(s):  
Sustainable Development ◽  
Environmental Policy ◽  
Environmental Education ◽  
Rural Areas ◽  
Environmental Problems ◽  
Ecological Education ◽  
Low Level ◽  
Viable Solution ◽  
The Future ◽  
Institutional Dimension

Sustainable development represents the future for Romanian rural areas anda viable solution to solve the environmental problems. This concept can beput into practice through the interaction between economic, sociocultural,environmental and political-institutional dimension. In this interaction,an important role has the ecological education of citizens from rural areasand their involvement in environmental policy decisions. So, a low level ofecological education in rural areas leads to a permanent degradation ofenvironmental factors. In this research, we showed some negativeenvironmental practices related to the inhabitants of rural areas.Citizen’s education in environmental spirit should promote the principlesof prevention, conservationand recycling.

scholarly journals Pedagogical System of Continuous Socio-Ecological Education of the Future University Professor

2021 ◽  
Vol 291 ◽  
pp. 05028
Author(s):  
Amina Niyazova ◽  
Anvar Khuziakhmetov ◽  
Rafis Shaimardanov ◽  
Olga Balina ◽  
Aram Vartanian
Keyword(s):  
Sustainable Development ◽  
Informal Education ◽  
Professional Training ◽  
Cognitive Activity ◽  
Professional Competencies ◽  
Federal State ◽  
Ecological Knowledge ◽  
Ecological Education ◽  
The Future ◽  
The Creation

Education is the leading springboard for the formation of an environmentally cultured and educated person who can live and work in today’s rapidly changing society. The environmental crisis and the focus on sustainable development determine the relevance of socio-ecological education in the interests of the Concept of Sustainable Development (1994). The process of professional training of the future professor is based on the Federal State Educational Standard of Pedagogical Education and the professional standard, which defines the universal, general professional, and professional competencies and labor actions of the professor. The lack of special competencies indicates the formation of knowledge, abilities, skills, and experience in the field of socio-ecological education within the framework of general professional and professional competencies. The result of the future professor’s readiness for continuous socio-ecological education of students is determined by the socio-ecological knowledge. The development of socio-ecological knowledge in the conditions of professional training at the university requires the creation of a specific pedagogical system, including forms, methods, technologies, and pedagogical conditions for its development. These conditions include the creation of a socio-eco-oriented educational environment, the integration of formal, non-formal, and informal education, the use of modern digital, information and communication, and educational technologies. The selected components of socio-ecological knowledge: motivational-value, cognitive, activity, and reflexive formed the basis of the experimental study.

Basic models of human-centrist, polyspiral, sustainable development of Ukraine

2021 ◽  
pp. 37-45
Author(s):  
Valery Borzunov
Keyword(s):  
Sustainable Development ◽  
Buffer Zone ◽  
Integrated Approach ◽  
Theory And Practice ◽  
External Control ◽  
Developed Country ◽  
The Future ◽  
The Status ◽  
Scientific Results ◽  
Definition Of

Subject of study. A set of relations that are formed in the process of determining models of sustainable development of Ukraine and the principles of designing the economy of the future. Purpose of the article: research of the main directions of sustainable development of Ukraine and the formation of principles of strategy. Research methodology. Scientific novelty of the work, the theoretical and methodological basis of the research is the system of both general scientific and special methods of scientific knowledge, the fundamental provisions of modern economic theory and practice. The proposed methodology of a system-integrated approach to the formation of basic models of man-centered, multispiral, sustainable development of Ukraine. As integrity in the organic unity of the prevailing prerequisites for the formation of the principles of strategizing. Scientific novelty lies in the definition of models for sustainable development of Ukraine and the principles of designing the economy of the future. Results of the work – the applied use of scientific results of improved approaches for the development and implementation of a strategy for human- centered, polyspiral, sustainable development is proposed. Conclusions. For 30 years of independence, Ukraine has turned from an industrially developed country into a backward and poorest country in Europe with an economy of lagging growth, the status of a «buffer zone» of geopolitical conflict on its territory and external control. To maintain sovereignty, ensure the country's competitiveness in the context of the transition to new technological paradigms and the quality of life of the population, at least at the average level for the EU countries, Ukraine needs to change course, develop and implement the «Strategy of human-centrist, multi-spiral, sustainable development».

The Denaturation of Environmental Education: Exploring the Role of Ecotechnologies

2015 ◽  
Vol 32 (1) ◽  
pp. 30-41 ◽  
Author(s):  
Annette Gough ◽  
Noel Gough
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Intrinsic Value ◽  
Education For Sustainable Development ◽  
Resource Base ◽  
Natural Resource Base

AbstractThis article explores the changing ways ‘environment’ has been represented in the discourses of environmental education and education for sustainable development (ESD) in United Nations (and related) publications since the 1970s. It draws on the writings of Jean-Luc Nancy and discusses the increasingly dominant view of the environment as a ‘natural resource base for economic and social development’ (United Nations, 2002, p. 2) and how this instrumentalisation of nature is produced by discourses and ‘ecotechnologies’ that ‘identify and define the natural realm in our relationship with it’ (Boetzkes, 2010, p. 29). This denaturation of nature is reflected in the priorities for sustainable development discussed at Rio+20 and proposed successor UNESCO projects. The article argues for the need to reassert the intrinsic value of ‘environment’ in education discourses and discusses strategies for so doing. The article is intended as a wake-up call to the changing context of the ‘environment’ in ESD discourses. In particular, we need to respond to the recent UNESCO (2013a, 2013b) direction of global citizenship education as the successor to the UN Decade of Education for Sustainable Development 2005–2014 that continues to reinforce an instrumentalist view of the environment as part of contributing to ‘a more just, peaceful, tolerant, inclusive, secure and sustainable world’ (UNESCO, 2013a, p. 3).

scholarly journals EDUCATION FOR SUSTAINABLE DEVELOPMENT: PRINCIPLES, TECHNOLOGIES, PRACTICES

2017 ◽  
Vol 2017 (4) ◽  
pp. 60-63
Author(s):  
София Горбунова ◽  
Sofia Gorbunova
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Theory And Practice ◽  
Comparative Approach ◽  
Practical Implementation ◽  
Development Programs ◽  
The Sustainable Development ◽  
Ecological Culture

<span>The article discusses the principles of education for sustainable development and examples of their implementation in the context of the ecological culture formation. The subject of the study is environmental education for sustainable development. The aim of this research is to formulate the principles of education for sustainable development and to show the ways of their practical implementation. The research uses the comparative approach with elements of hypothetical-deductive analysis. As a result of the study, a set of interrelated principles determining education for sustainable development was defined: continuity, inclusiveness, interdisciplinarity, integration, unity of theory and practice. The results of this study can be used in educational practice in the creation and implementation of curricula and courses, as methodological recommendations for the work of volunteer organizations and educational environmental activities. The results can be used in the sustainable development programs designed by the administrative authorities. Environmental education is an important tool for implementing the concept of sustainable development. Thus, the outlined educational principles should become the basis of educational practices and technologies aimed at the formation of ecological culture and the ecologization of consciousness.</span>

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