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Urgency of the research. The author substantiates the relevance of the problem by the need to assert humanistic values in regard with the attitude to the environment, greening of modern human’s thinking, human’s general and professional activity especially in connection with the crisis that has occurred in the natural environment in recent years.

Target setting. The author shows that the problem of biology teachers’ ecological competence formation is theoretically and practically significant since their professional responsibilities are directly related to the accomplishment of environmental education and upbringing objectives at school. Hence, there is a need to reflect on the experience and borrowing the best practices of future biology teachers’ environmental education in pedagogical institutions of higher learning in the West European countries.

Actual scientific researches and issues analysis. The formation of ecological culture and ecological mindset of the young generation was investigated by S. Glazachev, M. Drobnohod, V. Krysachenko; the development of ecological competence – by O. Poznanska, N. Pustovit. The structure of the future teachers’ ecological mindset is characterized in S. Sovgira’s academic papers; V. Tanska addresses the technology of future biology teachers’ training in ecological education of high school students; T. Korner studies the methodology of biology teachers’ ecological training in the process of career enhancement. The scholarly work of M. Bilyanska, M. Grytsay, N. Kartashov, Y. Klimut’, T. Kuchay identified the tendencies of future biology teachers’ ecological education and training in higher education institutions of the West European countries.

The research objective. The aim of the article is to analyze the substantive aspects of the future biology teachers’ environmental competence formation in the educational environment of the West European countries.

The statement of basic materials. The article analyzes the general requirements for the content of future biology teachers’ environmental competence in the West European educational environment. Based on the curricula of the University of Roehampton, the University of Leeds, the University of Glasgow (UK), the University of Namur, and the University of Liege (Belgium), the composition of the academic disciplines, their scope and content are characterized.

Conclusions. It has been found that the requirements for the content of future biology teachers’ environmental competence at the West European universities, in particular in the UK and Belgium, are determined by several factors: first, the greening of the educational process in higher education institutions, as reflected by the introduction of environmental material to various disciplines; second, the peculiarities of curriculum design for biology teachers, which contains specific environmental disciplines,  the study of which is the basis for the environmental competence formation; third, a hands-on orientation of the future biology teachers’ environmental training.

Keywords: ecological competence, future biology teachers, higher education institutions, educational process, content.

 

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