The paper focuses on the issue of developing an environmental culture in future teachers in higher education institutions. The analysis of relevant findings shows that the issue of developing an environmental culture in future science teachers during professional training is an insufficiently examined segment of pedagogy. This research has attempted to specify and clarify such fundamental concepts as environmental education, environmental culture and development of environmental culture in the context of professional training of future science teachers. The environmental culture of future teachers is seen as an integral personal quality developed during professional training in higher education institutions and based on environmental knowledge and skills, environmental awareness, thinking and behavior which are projected into their professional activities. The process of developing an environmental culture in future science teachers is interpreted as a purposeful educational process, built with regard to general pedagogical patterns and didactic principles, substantiated pedagogical actions and measures (conditions), whose effective implementation leads to qualitative changes in the components of an environmental culture of future science teachers which they need to achieve environmental educational productivity in professional activities. The paper defines the components, criteria, indicators and levels of an environmental culture in future science teachers during professional training. Due to the analysis of scientific literature and practical experience, the paper defines and justifies pedagogical conditions which may contribute to developing an environmental culture in future science teachers. Besides, it presents the author"s model for developing an environmental culture in future science teachers during professional training. This model consists of four interrelated blocks: the target block, the theory and methodology block, the pedagogical organization and the results block. Also, the paper reveals the organization and the course of experimental work. Finally, it concludes about the effectiveness of the proposed pedagogical conditions for developing an environmental culture in future science teachers and shows the levels of its development.

The article is devoted to the actual problem of the teacher's professionalism, namely, creative competence, which is understood as the ability to create new professional products and high performance results through the implementation of the creative abilities of the individual. The approaches to pedagogical activity as a creative process are analyzed. It is noted that the question of the structure and qualitative characteristics of the teacher's creative competence as a system of changes is still debatable.

The problem on ecological training of future natural sciences teachers in Ukrainian and foreign higher education institutions was comparatively analyzed. Novel approaches to ecological education based on the systemic and personality-oriented learning were considered. The forms and methods used to promote ecological education of the individual in Ukraine and abroad were outlined. The studies of individual scholars on the foreign experience in creating an ecologically rational research and educational environment in the UK, Germany, the USA, Moldova and other countries were justified. It was indicated that West European countries created relevant conditions for transforming a model of humanistic education into an eco-humanistic one since it should be considered as a wide-scale educational achievement. It was found that the education process in British universities was targeted at ecological education organization and focused on its practical aspect, namely ecological environment preservation. In the country, there is a national system of ecological education aimed at eliminating the negative effects of the industrialization and the progress of science and technology. The education process in this country employs the forms and methods, which promote ecological education of the individual such as observations, discussions, laboratory work, fieldwork, presentations, etc. In some German universities, considerable attention is paid to regulating the negative changes in nature and mastering the skills for their prevention and elimination. Although there is no a federal standard for ecological education in the USA, it is mandatory in many states and considered not as an abstract phenomenon, but a concrete regional activity. In the country, they also conduct numerous researches on regional ecological problems and actively search for the ways to solve them. It was concluded that the foreign research and educational environment aims to discover the ways to optimize the knowledge of the relationship between man and nature and protect and preserve the environment.

The article considers, substantiates, and experimentally tests the method of integrative classes as a means of forming students’ motives for studying chemistry, necessary to ensure the quality of chemical education. It highlights the relationship of interdisciplinary components, the integration of methods, tools, and forms, the integrity of the main and variable parts of the content of educational material in the study of chemistry. The article also substantiates the use of a set of methods: analysis of historical, psychological, pedagogical, methodical literature, synthesis, comparison, classification, systematization, and generalization of data, modelling. It carries out the analysis of the problem of integrative classes as a means of forming students’ motives for studying chemistry in the scientific literature. It reveals the content and essence of key research concepts, such as “motive”, “motivation”, “integration” on the problems of motivation for student learning and integration in the teaching of chemistry. The method of integrative classes as a means of forming students’ motives for studying chemistry consists of three main stages: motivational ‒ formation of motivation to learn, operational-cognitive ‒ stage of mastering the subject and mastering skills in connection with its content, and reflexive ‒ assessment ‒ stage of analysis, comparison of the achieved with the planned, evaluation of the work done. The article highlights the effectiveness of the results of experimental research. It proves that the activity of students depends on the interesting facts of the new material and grows after conducting integrative chemistry lessons. It establishes that the use of this technique allowed achieving positive changes in the formation of students’ motives for studying chemistry and the levels of their formation in students of the experimental group compared to those of the control one’s. Keywords: motive, motivation, integration, needs, integrative classes in chemistry, educational process, chemical education, means of forming students’ motives to study chemistry.

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