Possibilities of realizing the ecological and educational potential of ethnoculture in the professional and pedagogical training of a teacher

in modern research on pedagogy, special attention is paid to the formation of environmental culture among future teachers of preschool education. At the same time, the importance of integrating the ethno-cultural component in this process is emphasized. The analysis of scientific works on this topic, including the studies of Amet-Ust Z.R., Brenner D.A., and others, shows that the use of ethno-cultural traditions that carry environmental values in the training of future educators contributes to the formation of a comprehensive, holistic view of the relationship between man and nature. This article is devoted to the development and substantiation of a model for the implementation of the ethnocultural approach in the training of teachers for environmental education of children of senior preschool age. The model presented in the framework of the study includes four interrelated components: targeted, substantive, organizational and procedural, and effective. Within the framework of the model, future teachers study traditional environmental values, master folk environmental practices and methods of integrating the ethno-cultural component in the educational process. Particular attention is paid to the formation of practical skills for the implementation of the ethno-cultural approach in the environmental education of children through active and interactive teaching methods. Professional training of teachers in this area should also be focused on the comprehensive development of motivational-value, cognitive, activity and reflexive-evaluative components of their competence.

ethnoculture, ethnopedagogy, environmental education, environmental education, professional training of teachers, preschool education, the younger generation, the ethno-cultural component