The purpose of our study was to determine the level of motor activity in students, as well as to promote the formation of motivation to engage in physical sports. University students (n= 54, age 17-21 years) divided into 2 groups according to physical activity and sex. For the research, the self-developed questionnaire was used and processed by the statistical method with determining the relative parity indexes. The results of the research allowed studying the student's attitude to physical education in universities and independently, to assess the subjective state of health of different grade students, the reasons for abandoning physical exercises. The results are consistent with satisfaction with classes at university and the reasons for abandoning additional classes. Girls prefer classes of non-traditional types of PE that are not included in the program of the higher educational institutions and require significant financial investments that students cannot afford. Male students prefer sports games, and although they are included in the program, there are no free sections. Students pay little attention to physical activity, thus they do not have the formed need for independent exercises in physical culture, and most of them prefer to be engaged in non-traditional health-improving forms of physical culture. The amount of motor activity physical education classes showed a clear training effect and can be considered as one of the benchmarks of the compensatory role of classes in eliminating hypodynamic. Also in the article, the authors consider motivation as a dynamic process of continuous choice and decision-making, based on weighing behavioral alternatives, explaining the purposefulness, organization, and sustainability of holistic measures to achieve a certain goal acts as an incentive to act with a certain motive.

The research results of the problem of definition of the principles of the ecological competence formation of the future biology teachers during the professional training have been defined in the article. It has been specified, that the conception of the ecological competence formation of the future biology teachers is based on general pedagogical and specific principles that are normative guidelines, basic foundations for organization and performing the professional training of students. We have highlighted the fact, that the effectiveness of the implementation of the system of the students' ecological competence is achieved due to clear compliance with the chosen principles and approaches to the process of the future teachers' training. In this article the principles of the ecological competence formation of the future biology teachers are considered as the most common starting points that define the strategic ways and tactic for the professional training of higher-education students of the qualification mentioned above in order to form the studied quality of personality. The author has defined general pedagogical (principles of science, regularity and sequence, unity of consciousness, activity and self-discipline, connection of studying with practical activity and life's realities) and specific principles of ecological competence formation (principles of interdisciplinary integration, the creation of the ecologically friendly educational environment, professional orientation, variability, the relationship of local, emotional values of perception of the natural environment in practice, regional and global approaches in the educational process). It has been pointed out, that the specific principles of the ecological competence formation of the future biology teachers have been defined by the author based on the synergetic connection of the principles of the professional education, competence approach, the principles of ecological education and upbringing, which have points of intersection for individual positions. We have highlighted the fact, that these principles are used during the professional training of the future biology teachers as interconnected and complementary elements of a single pedagogical system.

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.

Анотація. Метою статті є вивчення проблеми формування екологічної компетентності майбутніх учителів біології у процесі фахової підготовки. Формування екологічної компетентності майбутніх учителів розглядається з позицій компетентнісного підходу в синергетичному поєднанні з системним, особистісно орієнтованим, діяльнісним, аксіологічним, технологічним, контекстним, рефлексивним та коеволюційно-ноосферним методологічними підходами. Наголошено, що однією з важливих педагогічних умов формування зазначеної якості здобувачів освіти в процесі фахової підготовки є використання в цьому процесі потенціалу нормативних і вибіркових дисциплін циклу професійної підготовки. На основі аналізу освітніх програм, навчальних планів закладів вищої освіти України, які здійснюють підготовку майбутніх учителів біології, з'ясовано, що в циклі професійної підготовки наявні освітні компоненти, які спрямовані на формування окремих складників екологічної компетентності, однак більшість проаналізованих навчальних планів не містять окремої навчальної дисципліни з формування екологічної компетентності вчителя. У роботі презентовано освітній компонент «Екологічна компетентність учителя» та визначено його місце у структурно-логічній схемі освітніх програм підготовки бакалаврів із середньої освіти, значення у формуванні екологічної компетентності майбутніх учителів біології. Метою курсу є формування екологічної компетентності майбутніх учителів як інтегративної характеристики, що є системною цілісністю набутих екологічних цінностей, засвоєних екологічних знань, способів діяльності з вивчення і дослідження явищ, об'єктів і процесів навколишнього середовища, реалізації функцій екологічної освіти у професійній діяльності. Акцентовано увагу на меті та завданнях навчальної дисципліни, виокремлено загальні, фахові здатності, якими оволодіє студент у процесі опанування зазначеного курсу, програмні результати навчання, визначено структуру залікових кредитів, змістові модулі, зміст лекційного та практичного курсів, окреслено форми та методи навчання у процесі вивчення цього освітнього компонента.Ключові слова: екологічна компетентність, майбутні вчителі біології, освітній компонент, освітня програма.

The article is dedicated to the problem of the ecological competence formation of the future biology teachers during professional training. Ecological competence formation of the future biology teachers is considered as a competence approach in a synergistic combination with systematic, personally oriented, activities, axiological, technological, contextual, reflexive and coevolutionary-noosphere methodological approaches. On the analysis basic of the educational programs of higher education establishments of Ukraine we found out the current state of the students' ecological competence formation on the first level (Bachelor's degree) of the subject specialty 014.05 Secondary Education (Biology and Human Health).Among a great number of general competencies, we will highlight the ones that the future ecologically competent biology teacher should master. Professional competencies of educational and professional programs of higher education establishments of Ukraine that train future biology teachers have been analyzed through the prism of the structural components of ecological competence such as: cognitive, axiological, activity-operational and component of readiness for formation of eco-competence of the pupils. It has been found out that not all the educational and professional programs, on which basis the future biology teachers training is performed, consider ecological competence as professional. Some EPPs present only certain structural components of eco-competence. In particular, the axiological component of ecological competence, aimed at the formation and development of needs, interests, motives, values of interaction of the students with the environment, is not reflected separately in the professional abilities of educational and professional programs of higher education institutions of Ukraine.In this article we clarified the abilities that provide for the formation of the structural components of ecological competence, educational and professional programs of Bachelor's degree. We paid attention to the formulation of ecological competency as professional that joins all its components.