Formation of Motivation for Professional Communication among Future Specialists of Pedagogical Education
DOI:
https://doi.org/10.18662/rrem/197Keywords:
Pedagogical education, professional communication, motivation, diagnostics, creativityAbstract
The article deals with the problem of qualitative training of a future specialist under the reforming of the educational process content. The peculiarities of the diagnostics process of level of motivation formation to professional communication are considered. It is identified that the preparation of the future specialist of pedagogical education to professional activity is the process of formation of a complex of motives, knowledge, skills and abilities, personal qualities, which give him a real opportunity of professional and personal development, detecting his creative activity; movement from the standpoint of imitation (reproductive level) to the position of the creator of his professional life, himself as a creative person (creative level), co-creator of the educational process (level of creative collaboration). The importance of the formation of motivation for the professional development of the future specialist has been clarified. The authors examine the diagnostics of initial level of formation of motivation to professional communication as the important factor of future specialists’ creativity formation. The authors describe in details the experimental work, which is based on priority principles of targeting performance and voluntariness. The essence of the components in the formation of creative activity of future pedagogues has been revealed. It has been concluded that the developed model of motivation of future pedagogues contributes to the increase of the level of formation of readiness to professional communication.References
Arar, K., Zuzovsky, R., Donitsa-Schmidt, S., Trumper, R., & Barak, J. (2019). Teachers’ motivations for master’s degree programs in education in Israeli teacher training institutions and the implications for government policymaking concerning those programs. Asia-Pacific Journal of Teacher Education, 47(5):524-538. doi: 10.1080/1359866X.2018.1542661.
Chen, Y. H., & Jang, S. J. (2019). Exploring the Relationship Between SelfRegulation and TPACK of Taiwanese Secondary In-Service Teachers. Journal of Educational Computing Research, 57(4), 978-1002. doi: 10.1177/0735633118769442.
Drach, I. I. & Drach, I. M. (2002). Motyvatsiino-tsinnisni aspekty formuvannia profesiinoi napravlenosti u VNZ. [Motivational and value aspects of professional orientation formation in universities] Koledzhanyn. 1, 28-31.
Drăghicescu, L. M., Petrescu, A. M. A., Stăncescu, I., & Gorghiu, L. M. (2018). The Relevance of Continuous Training Programmes Dedicated for Teachers from Pre-University Education. Revista Romaneasca pentru Educatie Multidimensionala, 10(3):6-16. doi: 10.18662/rrem/58.
Gök, B. & Kabasakal, K. A. (2019). Analysing prospective teachers’ self-efficacy belief, teaching motivation and attitudes towards teaching from the perspective of several variables. Pegem Egitim ve Ogretim Dergisi, 9(4): 1081. doi: 10.14527/pegegog.2019.035
Grund, J., Behr, M., Engel, E. M., & Aich, G. (2019). Communication Skills and Parent Counselling in the Formation of Early-Childhood Professionals. Fruhe bildung, 8 (2):108-116. doi: 10.1026/2191-9186/a000425.
Heckhausen, H. (1977). Motivation-Dissociation of a summary construct using cognitive theory. Psychologische Rundschau, 28(3): 175-189.
Kelly, G. A. (1955). The psychology of personal constructs. New York, New York: Norton.
Ladanov, I. D., & Urazaeva, V. A. (1987). Collection of psychological tests. Moscow, Russia: ANH USSR.
Li, L., Hallinger, P., Kennedy, K. J., & Walker, A. (2017). Mediating effects of trust, communication, and collaboration on teacher professional learning in Hong Kong primary schools. International Journal of Leadership in Education, 20(6): 697-716. doi: 10.1080/13603124.2016.1139188.
O'Keefe, A. R., Hooper, S. & Jakubiec, B. A. (2019). Exploring early childhood educators’ notions about professionalism in Prince Edward Island. Journal of Childhood Studies, 44(1):20-36.
Raynor, J. O., Atkinson, J. W., & Brown, M. (1974). Subjective aspects of achievement motivation immediately before an examination. Motivation and achievement, 10, 155-171.
Roohani, A. & Dayeri, K. (2019). On the Relationship between Iranian EFL Teachers' Burnout and Motivation: A Mixed Methods Study. Iranian Journal of Language Teaching Research, 7(1): 77-99.
Rotter, J. B. (1954). Social learning and clinical psychology. Englewoods Cliff, NJ: Prentice Hall.
Sandu, A. (2017). The Development of Human Resources in the Probation Services. A Qualitative Analysis. Revista Românească pentru Educaţie Multidimensională, 9(2):56-92. doi: 10.18662/rrem/2017.0902.04.
Swan, P., & Riley, P. (2015). Social connection: empathy and mentalization for teachers. Pastoral Care in Education, 33(4), 220-233. doi: 10.1080/02643944.2015.1094120.
Yezhova, O. V., Pashkevich, K. L., & Gryn, D. V. (2019). Development of technology students’ ICT competence while teaching computer-aided fashion design. Information Technologies and Learning Tools, 73(5): 15-27. doi: 10.33407/itlt.v73i5.2547.
Yough, M., Merzdorf, H. E., Fedesco, H. N., & Cho, H. J. (2017). Flipping the classroom in teacher education: implications for motivation and learning. Journal of Teacher Education, 70 (5): 410-422. doi: 10.1177/0022487117742885
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND