Formation of the level of ability of future teachers of geography to the assessment of aesthetic landscapes

The article analyzes the formation of levels of ability of future geography teachers to the assessment of aesthetic landscapes. The relevance of the study of the problem of preparing future geography teachers for the aesthetic assessment of landscapes, as a condition for attracting the younger generation to the cultural heritage of society, is substantiated. Thus, the process of forming the readiness of future teachers of geography to assessment aesthetic landscapes involves taking into account the professional requirements and the set of available intellectual and psychological qualities of the individual necessary for the implementation of aesthetic education of students, the formation of love for their native land, the development of ecological culture. It is noted that on the basis of the analysis of educational achievement levels, criteria have been developed for characterizing the readiness levels of future geography teachers for the assessment of aesthetic landscapes. Each individual criterion may have a system of indicators that are observable and act as characteristic, intensive, qualitative criteria for identifying the criterion. In this regard, the readiness of future geography teachers to assessment aesthetic landscapes involves the formation of content, activity and value components that are closely related since they have a single purpose. Based on the analysis of scientific literary sources and the study of advanced pedagogical experience, it is determined that the essence of the readiness of future geography teachers to assessment aesthetic landscapes as a complex multilevel personal formation that arises on the basis of a combination of the system of specific geographic knowledge acquired, skills and abilities, synergistic geographical thinking, values and establishes a fundamental condition for the successful study of geography, environmental education, aesthetic education of students. The study substantiates such equal readiness of future geography teachers to the assessment of aesthetic landscapes: elemental, reproductive, reconstructive and creative.