Роль пізнавального інтересу та професійної мотивації у процесі професійного становлення майбутніх менеджерів авіаційної галузі

Abstract

У статті розглядаються наукові погляди щодо використання пізнавального інтересу та професійної мотивації у процесі професійного становлення фахівців, зокрема майбутніх менеджерів авіаційної галузі. Задля забезпечення стійкої мотивації до майбутньої професійної діяльності та забезпечення формування професійного становлення майбутнім фахівцям було запропоновано враховувати запити, інтереси та прагнення студентів під час виконання ними завдань і підвищувати зацікавленість у процесі викладення професійно- орієнтованих дисциплін. The main role in the training of professionals and their professional development is played by the learning process in higher education, where the student must not only acquire knowledge, skills and abilities, but also feel the need for continuous development due to the emergence of cognitive interest and professional motivation. The development of cognitive interest is of great importance, because learning and development are active, and the quality of learning depends on the outcome of learning, development and education of students, so this is one of the pressing problems of modern education. The concept of "cognitive interest" is interpreted differently in the literature. Thus, some authors interpret it broadly and identify it with the orientation of the individual as a whole, with its focus on a particular object, are of descriptive interest as a set of manifestations of student activity (his questions, lack of distractions; positive, emotional manifestations, high pace). Other authors do not understand interest so broadly and bring it closer to certain stimuli that are part of the motivational sphere. The emergence of new knowledge needs in future professional’s forces the teacher to seek means of pedagogical influence on students, which stimulates the development of cognitive interests. The works of psychologists and educators show that interest in learning is a strong and important motive that becomes the driving force at the time of professional development of the future specialist. Therefore, the determining component in the process of forming professional orientations of future managers of the aviation industry is motivation. The following classification of motives is more successful: educational, social and negative. Learning motives directly related to the learning process. The student feels the need for knowledge, the desire to learn something new, receives positive emotions from the enrichment of their knowledge. Social motives form in the student a sense of duty, which motivates him to get an education and become a full-fledged citizen, useful for his country and family. However, negative motives motivate a student to attend an educational institution in order to obtain a diploma of higher education (namely a diploma, not education), avoid reprimands from parents, threats, reprimands from the administration, and so on. Such motives are not aimed at learning and are not related to the need to gain knowledge or increase one's prestige. In order to ensure sustainable motivation for future professional activities and to ensure the formation of professional development, future professionals were asked to take into account the requests, interests and aspirations of students when performing tasks and increase interest in teaching professional disciplines.