Pedagogical Situations Research Articles

Developing soft skills of youth: regional experience

This article is devoted to the problem of developing soft skills in the youth of Chelyabinsk region (the Russian Federation). The young generation requires possessing moral and ethical qualities and values, the leading tool for the formation of which is education. The aim of this study is to analyze and generalize the soft skills of young people in the region and develop educational technologies at the university aimed at developing these skills. The structural components of soft skills include: emotional intelligence (the ability to recognize and manage the feelings and emotions, the ability to understand and influence the emotions and feelings of other people, empathy, rapport); communicative skills (interpersonal skills, teamwork skills, collaboration, organizational skills, negotiation skills and public speaking skills). The system of developing soft skills of youth implemented at the university, implies: 1) the inclusion of students into the activities of volunteer organizations and public associations; 2) implementation of social activities at the university; 3) modeling of extreme pedagogical situations in the educational process of the university.

Модель развития учебно-познавательной мотивации средствами полилингвального образования старшеклассников

The paper studies the role of language for pedagogy in general and the formation of the student's personality in particular. In the modern world, multilingualism has already become an indispensable condition for the sustainable development of a country; bilingual approaches are being replaced by multilingual approaches. There is an acute issue in the organization of consistent and systematic training on a multilingual basis. Despite the status of these areas, there are a number of contradictions, the main of which is that describing multilingual education as a system they do not address its latent potential, especially in the field of motivation development. In this situation, the way out is to develop a fundamentally new concept of multilingual education, which provides a synthesis of linguistic, meta-subject and intercultural components in order to form a positive motivation for learning among high school students. This model is presented as a complex system of interaction between the personalities of the teacher and the student and their activities under the influence of external factors based on the principles of multilingual education, which is implemented in the process of immediate and proactive pedagogical assistance. The paper describes factors (individual, educational and social), conditions (the formation of personal interest and the use of the principles of multilingual education) and stages (initial, transitional, main and final) of motivation development, as well as goals, objectives and methods of each stage. The designed model will allow teachers to study and analyze the levels of educational motivation development, adjust it during training and use the untapped potential of multilingualism in a real pedagogical situation.

Kompetencie špeciálneho pedagóga vo výchovno-vzdelávacom procese

The paper deals with the competences of a special education teacher in the educational process. In the paper, we describe not only professional criteria, but also personal prerequisities that the given pedagogical profession should meet with regard to the complexity of the work. The work of a special education teacher requires a high degree of expertise, patience and empathy considering the challenging pedagogical situations that arise on a daily basis in the education of pupils with different types and degrees of disability.

EFFECT OF BLENDED LEARNING MODELS ON STUDENTS’ ACADEMIC ACHIEVEMENT AND RETENTION IN SCIENCE EDUCATION

The norm for pedagogical situations in the twenty-first century in education is digitization. After the COVID-19 pandemic lockdown, the use of blended learning models at universities has become crucial. The use of teaching in the classroom, particularly in higher education, enhances student learning. In order to build effective teaching-learning, blended learning places learners in a new learning environment based on technology. The purpose of the current study is to figure out the viability of embracing a blended learning method in learning science course at the secondary school level. The current study has been conducted using a quasi-experimental design. The University of Abuja’s Centre for Distance Learning and Continuous Education (CDL & CE) recruited 120 undergraduate students for this study. The Blended Models Achievement Test (BMAT) and Blended Models Retention Test were the instruments used for data gathering (BMRT). The experimental groups’ students were instructed using blended learning methods for eight weeks. The three tests, including the pre-test, post-test I, and post-test II, were given to six groups. Statistical Package for Social Science (SPSS) version 26 was utilized to assess the hypotheses and provide response to the research questions with mean score, standard variation and error, while the inferential statistics utilized related samples t-test at level of significant of 0.05. Results showed a significant difference between the mean pre- and post-test achievement and retention capacity of students who were receiving science instruction through blended learning. The study came to the conclusion that learners’ achievement and retention in science are significantly improved by blended learning models. It is recommended that blended learning approaches be utilized for teaching the sciences because they improve the learner’s retention and academic performance.

FORMATION OF FOLKLORE COMPETENCE OF FUTURE CULTUROLOGISTS IN THE PROCESS OF PROFESSIONAL TRAINING

The article examines the key moments of formation of folklore competence of future culturologists in the process of professional training, analyzes the views of modern scientists on the formation of folklore competence of culturologists, identifies structural elements of folklore competence (behavioral, cognitive, motivational and value, regulator). The study showed that the process of formation of folklore competence of future culturologists in the framework of pedagogical training in a classical university is successful if: the structure of folklore competence is determined; assigned a group of criteria to assess the effectiveness of the process of formation of folklore competence, identified levels and relevant indicators, diagnostic methods for each of the criteria; theoretical and methodological support of the process of formation of folklore competence of the future culturologist in the conditions of professional training is developed. Through the mediation of folklore preserved mythological symbols, future generations are passed on the archetypes of the people, which are subject to the transmutation mechanism (study, analysis, interpretation). After all, it is folklore that represents the current form of morality in society − its poetic version. The peculiarity of folklore as a form of reflection of reality is that it conveys the meaning and values of folk morality in artistic images and paintings. In the folklore arsenal of culture are concentrated universal, national, ethical, aesthetic values.
 Based on our research, it can be argued that the most effective ways to develop folklore competence in future culturologists are: acquisition of special knowledge; comparison, juxtaposition of knowledge, impressions, experiences; creating situations that require self-assessment, in which new phenomena in professional life are learned, and then comparing it with their own assessments; solving specific pedagogical situations that require folklore knowledge and skills, as well as ethical and pedagogical behavior; folklore games, a system of role functions and attitudes for modeling and research of possible relationships characteristic of this professional activity.

ФОРМУВАННЯ ІНДИВІДУАЛЬНОГО СТИЛЮ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ МАЙБУТНІХ УЧИТЕЛІВ: МОДЕЛЮВАННЯ ПЕДАГОГІЧНИХ СИТУАЦІЙ

The article outlines the current problems of professional training of future physical education teachers in universities. It is noted that their professional training acquires special significance in the current conditions of socio-economic and socio-cultural transformations in the country and the world. The system of professional training of future teachers of this profile requires updating the content, finding additional methods, forms, and means of teaching that will contribute to the formation of their individual style of professional activity. Such needs are due to changes in the pedagogical field, updating the requirements for physical education teachers, presented in official government documents. It has been proven that modelling is an effective teaching method. Its importance in the process of professional training of future physical education teachers is emphasized. The purpose of such training is not only the acquisition of the necessary amount of theoretical knowledge but also the formation of future teachers' individual style of professional activity as an effective means of adaptation and self-realization in the realities of a modern school. The article summarizes the data of theoretical analysis of pedagogical and scientific-methodical literature on the modelling of pedagogical situations. The essence of modelling as an important factor in the formation of the individual style of professional activity of the future teacher is analysed. It is proved that pedagogical situations should be used in lectures, seminars, and practical classes, especially before preparation for pedagogical practice. It is determined that effective methods of solving pedagogical situations are role-playing games, discussions with the analysis of specific situations, which deepen the knowledge of the discussed problem, activate the creative potential of future teachers. It is concluded that modelling is an important prerequisite and means of effective formation of individual style of professional activity of future physical education teachers in higher education institutions. The approaches of different authors to the peculiarities of modelling different pedagogical situations and their impact on the professional development of future teachers are summarized. Key words: model, modelling, individual style of professional activity, pedagogical situations, physical education teacher.

Pedagogical situations: interpretation difference

Taking into account the need to clarify the terminological framework of modern pedagogy, the concept pedagogical situation in general and its place in the pedagogical discourse in a cross-cultural aspect is discussed. Today, the concept of situation gains a general methodological significance though lacks a clear definition. Based on the analysis of interdisciplinary research, we concluded that the integral concept of situation includes: presence of subjects, dynamism, external conditions, causal relations, chronotope. The analysis of scientific sources proved that in pedagogical discourse of Russian- and English-speaking authors the term pedagogical situation is used incorrectly, the concept of pedagogical situation is mistaken for other pedagogical categories at the theoretical level, there is no unified approach to its definition. Thus the pedagogical situation analysis in Russian language pedagogical discourse is centred on the formulation of a pedagogical task, and in the English-speaking pedagogical tradition it is based on the triangle diagram that includes a teacher, a student and content. In the conducted cross-cultural and partly interdisciplinary study, a pedagogical situation is conventionally understood as a process of interaction of subjects of pedagogical activity (educational process) with a certain task in a certain place and time.

INNOVATIVE TECHNOLOGIES OF TEACHING ‘PEDAGOGY OF PRIMARY EDUCATION’ COURSE IN THE LIGHT OF THE NEW UKRAINIAN SCHOOL CONCEPTUAL IDEAS

The article highlights the theoretical and methodological features of innovative personality-oriented technologies introduction in the teaching the discipline ‘Pedagogy of Primary Education’ for future primary school teachers. The experience of using interactive, problem, aesthetic therapy technologies in lectures and practical classes, taking into account the implementation of conceptual ideas of the New Ukrainian School (partnership pedagogy, personality orientation, motivated teacher, education on values, etc.).
 The purpose of studying the course ‘Pedagogy of Primary Education’ by future primary school teachers is determined, which consists of the development of professional motivation, formation of a system of knowledge about psychological and pedagogical bases of teaching and education of junior schoolchildren, modern forms of school interaction with family, development of practical skills and organizational skills., the educational environment of the New Ukrainian school on the basis of humanistic pedagogy. It is established that the most effective innovative technologies for teaching the course ‘Pedagogy of Primary Education’ are personality-oriented technologies, including interactive, project technologies, aesthetic therapy, and more.
 Interactive technologies are aimed at ensuring active interaction of participants through the optimal combination of various activities, including communication, creation of psychologically comfortable conditions, in which each student feels their uniqueness, individuality, self-sufficiency. Among the many interactive teaching methods of primary education pedagogy, the most productive, in our opinion, are dialogue, discussion, brainstorming, incomplete sentence, ‘carousel’, the method of the business game, analysis of pedagogical situations, the method of PRESS and others. The use of project technologies for studying primary education pedagogy promotes individual and creative development of personality, research skills, enables finding an individual approach to each student, and gives the opportunity to choose a more convenient way of learning and the pace of work. The result of the project can be a laptop (hand-made interactive mini-book on the topic), a knowledge map (structuring educational information in visual form), etc. Aesthetic theories contribute to the provision of a specific emotional atmosphere by activating the sensory sphere of the individual and the development of creative potential in the process of educational and cognitive activities. The most effective aesthetic therapy technologies include fairy tale therapy, laughter therapy, psycho gymnastics, etc.
 Emphasis is placed on the development of the professional motivation of students by involving them in interactive interaction, implementation of educational projects, individual creative tasks, aesthetic therapy activities, and more.

ДО ПРОБЛЕМИ ВИДІЛЕННЯ БАЗОВОЇ ЛЕКСИКИ КИТАЙСЬКОМОВНОГО ПЕДАГОГІЧНОГО ДИСКУРСУ: АНАЛІТИЧНИЙ ОГЛЯД НАУКОВИХ ПРАЦЬ

The present paper aims to define the term «basic lexis» of Chinese pedagogical discourse. We identify pedagogical discourse as a systematic process of interaction between speakers within the pedagogical situation, where participants use extralinguistic, pragmalinguistic and linguistic sign systems. The basis of pedagogical discourse, as we understand, is the text. Pedagogical discourse as a unit of speech level under certain conditions unfolds around a static formation with a complete and established form – the text, as a unit of language level. The word most clearly manifests its functions as a lexical unit of language only in text. The word is the central functional and structural unit of the language system; all other language units are somehow connected with the word. A recent review of literature on the topic found that there is no clear definition of «basic lexis». Given that our definition of «basic lexis» is based on the results from such analyses. The authors' definition of «basic lexis» is proposed. The term is explained by the authors as the core vocabulary, a list of the most commonly used words necessary for learning languages on different levels. The recent researches on determining the list of word that is considered as «basic lexis» are presented and analyzed. It has been pointed out that frequency is considered to be the main criteria in the process of determining the list of basic lexis.

To the Problem of Formation of a Value Component by Active Methods of Study in the Process of Professional Training of a Student

The aim of the article is the review of scientific approaches and empirical research of the problem of formation of the value component in the personality structure of future specialists, in particular, life and professional values, active teaching methods. The following theoretical methods of the research were used to solve the tasks formulated in the article: the methods of the analysis, systematization, modelling, generalization, conversation, questionnaire, we used experimental and formative methods, methods of mathematical statistics. The results of the research. Thus, the analysis of our results has shown that the potential of the person is manifested and acquired in the process of such activities, which gives this activity a problem-creative, exploratory nature. The article substantiates the importance of the problem of improving the quality of the professional training of future specialists in the pedagogical industry with the use of active teaching methods, specific pedagogical situations in the study of professional disciplines, in particular, practical training aimed at the formation of a personality of a specialist who would be competitive on the domestic and European labour markets. Conclusions. The article substantiates the importance of the problem of quality improvement. To improve the organization of the educational process, the acquisition of practical skills close to the conditions of the educational process, the formation of professional and personal competencies of the future specialist in the pedagogical field, it is advisable to pay important attention to the problem of practical training through the implementation of active teaching methods in the educational process of the higher educational institutions, which is one of the main ways for acquiring the practical skills and abilities necessary for the formation of the specialist’s personality, who will be competitive in the domestic and European labour market in order to be able to independently find solutions to pedagogical problems, expand professional knowledge, make original and creative decisions in conditions of the future pedagogical activity.

신경과학적 방법론을 적용한 교과교육 연구의 동향 탐색 - 문법교육적 시사점을 중심으로 -

This study reviewed curriculum education studies that applied neuroscientific methods to conduct preliminary work introducing neuroscience into grammar education. As a result of the scoping review, 161 studies were selected and reviewed in terms of their research methods and topics. Since the 2000s, the number of studies applying neuroscientific methods has been increasing quantitatively, mainly using eye tracking (ET) and electroencephalography (EEG), while there are few studies that have used event-related potentials (ERPs), functional magnetic resonance imaging (fMRI), and magnetoencephalography (MEG). Given that ET is mainly used in the field of Korean language education, more diverse methods need to be attempted in the future. A total of two main research topics are discovered: “understanding phenomena,” which focus on explaining certain pedagogical situations and “development and verification,” which focus on verifying or developing specific educational tools. As for the former, studies related to “understanding learning activities” were mainly conducted, and regarding the latter, studies related to “verification of treatment effects” were frequently found. Finally, by integrating the research topics and methods, possible research questions applying neuroscience were explored. The activation of grammatical thinking can be explored by fMRI, and the language processing patterns of learners and speakers can be captured using ERP. It will be possible to obtain clues on the characteristics of "grammatically gifted" using EEG, and empirical evidence on the reading process of grammar materials can be captured by ETs. This study is meaningful in that it analyzed the trends of curriculum education research applying neuroscientific methods, and it showed the advantages of applying neuroscience by suggesting research problems that can be performed in the field of grammar education.

Approaching pedagogical arts research from within the studio

Research concerned with the learning of arts practices can be meaningfully explored from within the studio. The complex affordances of being an insider-researcher of arts pedagogy are unpacked in this paper. I articulate an interpretive ethnographic approach to studio practice-based research conducted by the teacher/researcher by building on the understanding of pedagogy scholar Bryant Keith Alexander (2003) of the classroom as a situated cultural site. I describe the entwined, situated and partial perspective of my teacher/researcher role as a contemporary dance technique teacher, and discuss the complications of foregrounding participants’ perceptions while reflexively tussling with my own biases and assumptions. The inductive nature of this methodology and the ethical considerations of the pedagogical situation are examined. Furthermore, fieldwork is defined as embodied practice. Permeating this, an alliance/agitation of feminism and queer is considered as lens through which structural disruptions and social re-imaginings might be galvanised. Consequently, this paper contributes to an understanding of the relevance and credibility of practice-based research in recognition of the advantageous complications that arise in the learning context of the studio. Throughout, theoretical considerations are grounded in the actual pedagogical practice and experience from my own research processes. However far from formulaic, these function as illustrations of immersive research; offering examples that flow from my pedagogical context. By describing this immersive methodology and recounting my experiences as teacher/researcher, my aim is to enable other pedagogical arts researchers to utilise the conceptual framework and theoretical discussion for their own insider-research projects.

Infographics and visual aspects in the training processes of PetrSU students

Introduction. The amount of information offered for study in modern educational institutions is rapidly increasing. Overcoming the inconsistency of the obligation to master the increasing flow of educational information and achieving the necessary "level" of training in fulfilling the traditional requirement of pedagogy – withstanding an acceptable amount of visibility leads to the mass introduction of multimedia tools. The folding so-called clip thinking shades the problems of filling thesaurus learning information virtually uncontrollable content and quality.Materials and Methods. Theoretical and empirical methods of research were used in the course of the work: analysis, synthesis, generalization, comparison, comparison, scientific theorization.Results. Clip-thinking interferes with a clear understanding of the context, and therefore the clip leaves no trace in semantically related phenomena. The trend of radical change in the roles of teachers and students reveals the main reasons and conditions for the transition to visualized presentation of educational information. In addition to the apparent negative consequences of the current pedagogical situation, some advantages of the protective reactions developed by modern learners to the most powerful stream of educational information are revealed. Studies have confirmed the risks of over-visibility in the learning process. Objective differences in the purpose and effectiveness of the types of visibility considered are highlighted. The main points of the formation of visual images are reflected, the obligatory maintenance of the conditions of problems in the educational process is emphasized.Discussion and Conclusions. The studies that have been carried out present an argument for the recommendations for the proposed frame-graphic approach in the organization of the educational process. The orientation of the educational process for each allocated group is justified, which requires a rather different nature of the script. One solution is to use educational information visualization tools to ensure the sustainability of the creative thinking vector.

Teaching Students to Work With Pedagogical Situations in the Teaching of Pedagogical Disciplines

The article is devoted to the issue of teaching students to work with pedagogical situations when teaching pedagogical disciplines in higher education. The literature on this topic is commented on. The article argues the relevance of teaching students to work with pedagogical situations in modern conditions. The level of development of the topic is analyzed in detail, the priorities of the development of pedagogical science, its role and importance in higher education are discussed. The focus is on innovative educational technologies and pedagogical situations used in the teaching of pedagogical disciplines, as well as the situation, the essence of the pedagogical situation. Opinions are expressed on finding positive solutions to the problems of the pedagogical situation. There are examples of pedagogical ministries used in the form of cases and methods of finding solutions. Conclusions and recommendations were made on the topic. The list of used literature is given.

The problem of forming the foundations of the professional activity of a preschool teacher at a university

The article is dedicated to the problem of the interdependence of the formation of competences between students and components of professional activity. The basic concepts of professional activity are analyzed in the psychological and pedagogical literature, its structure conformed by prognostic, design, constructive, organizational, communicative and reflective components is presented. The professional activity of a preschool teacher is analyzed in greater detail, which has specificities in terms of goal setting, motivation, from the point of view of implementation methods and technologies. An empirical study of the formation of the foundations of the professional activity of a preschool teacher was carried out according to the characteristics of a natural experiment. The content stages of the quasi-professional activity of the students are revealed (modeling of pedagogical situations, pedagogical tests of different levels of student independence). In the processing of analyzing the process of training pedagogical competencies, developing components of the structure of the professional activity of a teacher are simultaneously identified.

Development of the modeling competence of students in the pedagogical majors in the conditions of a simulation training in computer-based distance learning

The problem and the aim of the study. The increased use of digital technologies in higher education has lately been accelerated by the COVID-19 pandemic, thus creating a number of challenges related to the implementation of distance e-learning. The duration of the epidemic situation and the limitations related to the organization of in-person education reveal the simulation training as the main opportunity for the implementation of any practical training of the students in the methodological disciplines in their university preparation as future teachers. The aim of the study is to survey the possibilities of developing the modeling competence of students concerning the simulation of practical training in computer-based distance learning. Research methods. Within the framework of the research, which is oriented at establishing the levels of structure defining competencies (the reflective multisensory competency; the creative competency; the symbolic competency of sign and symbol nature) were measured systematically through goal-oriented observation during practice seminars in the disciplines taught to students. Since both disciplines are practically oriented and suggest the instruction of teaching methods, they entail the design of didactic situations in pre-school and of lessons in primary school education, which facilitates the registering of the levels of structure defining competences, including the competence for cognitive modelling, preeminently formed in the conditions of simulative distance education in electronic environment. The subjects participating in the research are 158 Bachelor's students trained in the professional field Education Science. Results. A low level of the skills for the application of cognitive modelling in the activities students conduct in relation to the design of pedagogical situation and lessons as an element in their practical experience and preparation in the realization of such situations in rela school conditions. The pilot study diagnoses a low level of student achievements in over 65% of the subjects as regards the academic disciplines the study concerns in terms of basic modelling skills. By contrast, in the course of the simulative education a growth of 45% has been established in the concluding study. The intersections and correlations between the level of development of the specific competences and the simulative education have also been established. Statistically verifiable differences (p=<0.05) were established between the pilot and the concluding studies in view of the reflective and creative competency. The symbolizing competency, however, requires further efforts. Conclusion. The results draw the attention to the necessity to look for opportunities to guarantee the creation of the models, in the context of simulative education, with three basic emphases: state (value, role and function in the specific context, phase of development of the pedagogical situation and/or lesson), structure (position of the model in relation to the other models/objects and of its own components – the components of the pedagogical situations and lesson projects) and evolution (opportunities for the design of pedagogical situations and/or lessons after reflection based on simulations).

The Influence of Performing Arts Competitions on the Formation of Artistic and Pedagogical Space

The article deals with the main pedagogical problems of performing arts competitions in the context of the humanistic paradigm of the forming artistic and pedagogical space. Different pedagogical situations determining the requirements for organizing and conducting contest programs are analyzed. Various pedagogical strategies of involving the younger generation in performance activities that ensure mass participation and provide children and adolescents with access to creative activities regardless of the level of their performing abilities are proposed. The article also pays special attention to the creation of a pedagogical environment that motivates children and adolescents to participate in contest performance; the organizational conditions of the competition that minimize the negative psychological effects on its participants are highlighted and further prospects for their improvement from the point of humanistic art pedagogy are outlined. The pedagogical problems considered in the article allow the authors to conclude on the need for greater use of the achievements of theater pedagogy in work with contestants, as well as for a thought-out differentiation of competition programs accounting for the composition of the participants and the nature of the pedagogical problems.

RÈN LUYỆN NGHIỆP VỤ SƯ PHẠM THEO PHONG CÁCH HỒ CHÍ MINH

On the basis of presenting the concept of Ho Chi Minh style, summarize Ho Chi Minh's style in the following aspects: thinking, working, leading, expressing, behaving, and living, generalizing legal issues basic theories of pedagogical training such as the concept of pedagogical training, the pedagogical training process and the classification of some pedagogical skills, the article proposes measures to train pedagogical skills according to the Ho Chi Minh style in teacher training in pedagogical schools today. The main content of the article presents three methods of training pedagogical skills, from generalization such as pedagogical training under the motto “Learning goes hand in hand with practice, theory with reality” to specific measures such as practicing speaking and writing skills, and practicing behavioral skills in pedagogical situations. To clarify the proposed measures, the article analyzes some examples.

Формирование у будущих педагогов культуры профессиональной рефлексии в процессе производственной (педагогической) практики

The research objectives are as follows: to reveal meaningful aspects of future teachers’ professional reflection, to identify conditions of professional reflection formation during pedagogical practice. The article describes features of professional pedagogical reflection formed as a result of interaction of cooperative, communicative, personal and intellectual reflection; it is shown that professional reflection determines specificity of pedagogical consciousness and pedagogical activity, being a key element of professional readiness. The authors present results of studying students’ professional reflection level; identify gaps in their professional training. The paper justifies the thesis that future teachers’ professional reflection is formed through algorithmic analysis of pedagogical phenomena and through reflection on pedagogical situations arising during pedagogical practice. A model to form students’ professional reflection is proposed. Scientific originality of the study involves developing a model to form students’ professional reflection during pedagogical practice. The proposed model contains purpose-oriented, organizational, controlling analytical and correctional blocks. The research findings are as follows: for each stage of training, the authors specify goals, content, forms and methods of work on forming future teachers’ professional reflection, identify areas of diagnostics and correctional work associated with this process.

Monitoring and assessment of pedagogical competence development among bachelors majoring in Ecology

The paper is devoted to the problem of environmental education implementation in modern conditions through formation of ecological consciousness and ecological culture of students personality within the educational process and outside. To solve this problem it is necessary to develop new approaches to the training of prospective environmental educators and their professional competence development. Its also necessary to control and evaluate all the main components of professional competence. In the structure of the teachers professional competence the authors of the paper include a set of theoretical knowledge and their application in various pedagogical situations, as well as value orientations and a set of indicators of the teachers culture: speech, communication style, attitude to himself/herself and his/her activities and to other fields of knowledge, etc. At the same time, the system of professional education of modern teachers consists of subject training as well as psychological, pedagogical and methodological training, the purpose of which is to form the ability to organize the educational process on principles of personality-oriented interaction. In the structure of professional and pedagogical competence of bachelors majoring in Ecology, it is possible to distinguish meaningful, value-motivational and operational-activity components. The authors also consider possible ways of monitoring and assessment of pedagogical competence development among bachelors majoring in Ecology for pedagogical activity, their professional competence and training.