Nowadays, the problem of optimizing the interaction between man and nature by increasing the level of environmental culture of young people is relevant. The views of scientists on the specifics of the formation of environmental culture of higher education students are analyzed. Five interrelated components of the readiness of students of higher education for the formation of an ecological culture of students are characterized: motivational and valuable (deep interest of students in studying the ecological state of the environment, their conviction in the education of moral and ecological qualities in schoolchildren), cognitive (the formation of a certain system of psychological pedagogical, chemical, geographical, ecological, biological knowledge, which ensures the development of ecological thinking), procedural (formation of ecological and professional skills, skills and experience necessary for the implementation of environmentally safe activities with students), reflective and personal (formation in higher education students of the skills to realize the results of their ecologically oriented activities, to objectively evaluate them and determine one's attitude towards them). According to the components, the criteria for the formation of the ecological culture of future teachers of natural sciences are defined: value-orientational, cognitive, practical-active, reflective-evaluative. Value-orientational (the formation of the ecological and professional orientation and personal motivation of the future teacher of natural sciences in the process of professional training); knowledge (availability of a certain amount of knowledge from professional disciplines, understanding of the content, essence, signs and stages of ecological and pedagogical activities aimed at the formation of ecological culture in students); practical and active (availability of skills to use typical forms, methods and means of teaching students of natural sciences in educational work; skills of applying pedagogical innovations, the latest technologies, active methods and techniques in one's environmental and professional activities); reflexive-evaluative (formation of environmental-professional reflection in the future teacher of natural sciences; ability to diagnose his environmental-professional activity with the aim of its further modeling). According to the selected criteria and indicators, three levels of the formation of ecological culture of future teachers of natural sciences in the process of professional training are defined: low, medium, and high. It has been established that a teacher of natural sciences with a high level of ecological culture formation plays a decisive role in the implementation of ecological education of children and youth. Pedagogical conditions that contribute to the formation of the ecological culture of future teachers of natural sciences are also defined and substantiated.

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.

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The ability to communicate and engage in a dialogue in an appropriate level indicates not only professional qualities of the teachers, but also ensures his/her success in a competitive and changing labour market. Having made researches and analyzed the scientists' interpretation of the concept of communicative competence and found out that it is known as a person's ability to build his/her own communicative behavior in accordance with real communication situations, a special quality of speech personality, acquired in the process of communication or special training. Communicative competence is the teacher's ability to build effective communication actions in a certain range of situations in an interpersonal interaction, the specialist's knowledge of patterns in different forms of communication and rules of behavior in different situations, the ability to form and implement a tactical plan, which is based on social skills. An important part in the process of forming communicative competence of higher education students is working with texts, especially deepening their reading, annotating, abstracting and editing texts, which is based on which dialogical statements are formed. Work on fiction texts will enable students to master phonetics and grammar at the level that is not regulated by rules. In addition, future teachers of philology are encouraged to read professional literature. Such a view of a communicative competence includes an impeccable command of the norms of modern literary language, linguistic literacy and broad erudition. Nowadays, competitiveness in the professional domain requires knowledge, skills and abilities in a whole range of related domains, one of which is professional mobility. Attention has been paid to the direct link between mobility and a teacher's communicative competences, and to the effect that mobility has on the set of competences associated with direct communicative manifestations. The primary place in the professional training of philologists belongs to the study of the Ukrainian language and literature and other philological disciplines, during which higher education applicants discover cultural, historical, social and other aspects of the Ukrainian language. Thus, the system of professional training of teachers-philologists will give them an opportunity in the future to develop communicative abilities with pupils, to bring up a feeling of Ukrainianness, to form a Ukrainian mentality and love to the native land.

Objective. The objective of the research is to determine the effectiveness and relevance of the implementation of project-based learning technology (PBL) and students' assessment of the prospects for learning linguistic theory, theory and practice of translation using the PBL method. Methodology. The use of project-based learning technologies within language courses increases understanding of native linguistic concepts, strengthens the link between translation theory and technology is the research hypothesis. To implement the research goals an innovative educational project was presented and implemented on the basis of Kharkiv National Pedagogical University named after Hryhoriy Skovoroda, Ukraine. Participants of the project attended the course “Fundamentals of Translation” during the academic year. The whole process of project creation was formed in three stages and contained 6 steps: initiation, definition, design, development, implementation, and summarizing. Results of the paper. The results of the study showed that the students have a very positive evaluation of the use of project technology in professional training of philological field, thus this training is effective. Examination of practical cases on the implementation of the PBL method will allow identifying more prospects in such areas as collaboration and project design.