Особливості формування мотивації до професійного саморозвитку магістрантів педагогічного профілю

Abstract

У статті розглянуто проблему формування мотивації до професійного саморозвитку магістрантів педагогічного профілю. Зʼясовано, що сформована мотивація є складовою готовності майбутнього педагога до професійної діяльності, а ефективність розглянутого процесу залежить від зовнішніх та внутрішніх чинників, до яких віднесено внутрішню самомотивацію, здатність особистості до саморозвитку, самопізнання, самовиховання. Також виявлено і досліджено набір основних умінь, які є базовими для формування мотивації до професійного саморозвитку майбутнього магістра-педагога, і виявлено, що вони притаманні не кожному магістранту педагогічного профілю, який опанував освітню програму. The article reveals that the modern system of higher professional education is oriented towards the training of specialists capable of continuous improvement, constant updating of their knowledge and expanding the range of skills, capable of developing throughout life, with a high level of professional culture. The quality of educational and scientific processes in a higher school is determined by the level of faculty professionalism. The professional implementation tendencies in the higher pedagogical education determine the need to form the professional mobility of the future specialists, the readiness for the polyvariant career development and the creative potential

realization, the increase of their competitiveness at the labour market. Motivation for self- development should become one of the most significant outcomes of the training of the masterʼs

students in Pedagogy in higher school. The formed system of values and motivation for self- improvement is the basis for the formation of a value-motivational component of readiness for the

professional self-development of the masterʼs students in Pedagogy. It integrates motives, interests, needs and value orientations of the masterʼs students in Pedagogy, which reproduce the awareness of the social, professional and personal significance of the teacherʼs profession, the understanding of the need for professional self-development and constant self-improvement. Positive motivation for professional self-development of the masterʼs students in Pedagogy is formed in the case of creating certain interconnected conditions that can be united into two large groups - general cultural and personal. Conditionally, the training motives of future teachers can be grouped as follows: cognitive motives, which are conditioned by the content component of educational activity and the process of its implementation; social motives which are conditioned by the diversity of social relations of the individual with the environment, other people. The motivation of the future teacherʼs personality is conditioned by his/her ideals, value orientations, professional interests. The positive motivation of the masterʼs students in Pedagogy contributes to their psychological and pedagogical development,

which, in turn, increases the efficiency of the process of formation of readiness for professional self- development, which is aimed at the development and satisfaction of the cognitive need for systematic

mastering professional knowledge, skills and abilities. The process of forming the motivation for the future teacherʼs professional self-development should not be spontaneous, but purposeful, because the formed quality becomes the driving force of the effective professional activity of the masterʼs student in Pedagogy, and it is through it that the need for further professional growth is realized. It is proved that the masterʼs students in Pedagogy require in the process of professional training a personalized approach to their motivation formation for professional self-development, which should be based on the diagnostics of driving forces, external and internal factors, etc.