TRANSFORMATION OF METHODOLOGICAL TRAINING OF FUTURE GEOGRAPHY TEACHERS ON THE BASIS OF THE CONCEPT OF SUSTAINABLE DEVELOPMENT
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Abstract
The article provides a theoretical and methodological analysis of the transformation of the system of training future geography teachers in the context of the implementation of the sustainable development paradigm. Global environmental, social and economic challenges necessitate a rethinking of the methodological training of teachers, since geography is an important integrative discipline for the implementation of the Sustainable Development Goals (SDGs). Based on a review of the scientific literature, five important components of the sustainable development competence of a geography teacher have been identified: systemic-spatial, prognostic, normative-value, transformative-pedagogical and reflective-personal. A conceptual model of the transformation of methodological training is proposed, which includes the reorientation of the target component (training of a "teacher-agent of change"), modernization of the content of disciplines (integration of SDGs, local context), introduction of innovative technologies (GIS, STEM projects, problem-based learning, simulation games) and transformation of assessment procedures (authentic assessment, reflective portfolio). International experience (European countries) and individual Ukrainian practices are summarized. The results of the study can be used to develop updated educational programs for teacher training in higher education institutions.
How to Cite
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sustainable development, Sustainable Development Goals, geographical education for sustainable development, GIS technologies, STEM education, competency-based approach, transformative learning, New Ukrainian school.
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