Razvoj eko-pedagoških kompetencija nastavnih kadrova u obrazovanju za zaštitu životne sredine

Abstract

The development of modern society has brought prosperity to mankind, but also many problems, of which the most complex is environmental degradation. The causes must be sought in the man himself and his consumer needs. All available resources (industrial, technical, technological, scientific, educational ...) are directed into the fight for progress and winning a comfortable life. It is undisputable that the man has done it, but, unfortunately, at the expense of nature and the quality of the environment. During the last few decades, mankind has been looking for ecologically acceptable solutions. Sustainable development and the ecologization of the educational system are considered to be the necessary assumption of a sustainable future. Since the teaching staff is the central pillar of the educational system, the question of their eco-pedagogical competencies arises. The development of eco-pedagogical competencies of teaching staff is closely connected to the increasing ecological sensibility of the entire population. Curricular and extra-curricular activities provide plenty of opportunities for ecological upbringing and educational activities; creating such teaching situations which will stimulate the development of environmental awareness and culture to students of all levels of education. However, such an operation requires te with developed eco-pedagogical competencies. Theoretical development of education for environmental protection has implied, in developed countries, education and training of teaching staff in this field. With the development of the concept of education for sustainable development, a number of international organizations initiated projects and programs dedicated to the education of teaching staff for sustainable development. Analysis of relevant sources and observations of contemporary practice shows that education for environmental protection (regardless of the correlation with sustainable development) must confront its own limitations. The complexity and seriousness of the problems of modern society requires such education that has the interrelated dimensions of environmental protection, security, peace, human rights, etc., whose goal is to develop responsible society on the path to sustainable development. It is, in fact, an education that will lead people to the habits of sustainability, participation in a democratic society and life in a sustainable way. Regarding this, the competencies of teaching staff raise concerns of re-orientation of educational policies and educational systems towards sustainability (with a greater emphasis on developing knowledge, skills, perspectives and values in terms of sustainability). Certainly, environmental protection and sustainable development should be seen as a starting point for the selection of competencies, but if the identified competencies are not accompanied by the changes in education system, reorientation of the current curriculum, pedagogical and didactic-methodical activity, the expected results will not be achieved. The theoretical contribution of the work is reflected in the consideration of all relevant factors that imply the need for the development of eco-pedagogical skills of teachers, while the empirical part of this paper is to identify the attitudes of respondents - teaching staff about their eco-pedagogical competencies and possibilities for

their development and improvement in the future. Environmental protection and sustainable development require new mental models. The key role in their creation belongs to the teaching staff who prepare the future generation of decision-makers, policy-makers and business leaders. The results of our research confirm the crucial importance of professional development for teachers and creating an environment for the integration of eco-pedagogical competencies in their professional development.