Authors
- Kaitov Alexander Pilalovich Ph.D. in Sociology, associate professor
Annotation
The relevance of the topic of the article is due to the decisive role of motivation for achieving high academic results of students, their successful professional adaptation
and further self-realization in the teaching profession. The research data indicate that a significant part of graduates of pedagogical universities have not developed intrinsic motivation for teaching, which implies the search for effective ways to develop positive professional motivation for future teachers at the undergraduate level as the basic level of higher pedagogical education, focused on the broad training of teaching staff for all regions of the country. Purpose: to develop a structural and functional model of pedagogical support for the development of positive professional motivation for future teachers at the undergraduate level. The leading method in the study of this problem is the modeling method, which made it possible to form an idea of pedagogical support for the development of positive professional motivation of future teachers at the undergraduate level as a systemic, dynamic, cyclical process. The structural-functional model of pedagogical support for the development of positive professional motivation of future teachers at the undergraduate level includes interrelated blocks: target, organizational-content, result-evaluative. The target block involves the definition of goals and objectives of pedagogical support, carries out its prognostic, design and regulatory functions. The organizational-content block is formed by two parallel directions of pedagogical support: the first direction includes the interaction of students with tutors, the second — with teachers, curators of study groups, heads and specialists of the structural divisions of the university; this block implements the diagnostic, developing,
teaching, organizational and stimulating functions of pedagogical support. The evaluative-effective block includes monitoring the development of positive professional
motivation of students, implements analytical and control-evaluative support functions. The results of the study expand the scientific and pedagogical understanding of the pedagogical support for the development of positive professional motivation of future teachers at the undergraduate level as a systemic, dynamic, cyclical process implemented through subject-subject pedagogical interaction of participants in educational relations throughout the entire period of student education.
How to link insert
Kaitov, A. P. (2023). STRUCTURAL AND FUNCTIONAL MODEL OF PEDAGOGICAL SUPPORT OF THE DEVELOPMENT OF POSITIVE PROFESSIONAL MOTIVATION OF FUTURE TEACHERS AT THE BACHELOR STUDIES LEVEL Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 17(2), 63. https://doi.org/10.25688/2076-9121.2023.17.2.03
References
1.
1. Nurieva, L. M., & Kiselev, S. G. (2020). Employment of Pedagogical University Graduates: Statistics vs Mythology. Education and Science, 22(9), 37–66. (In Russ.).
2.
2. Martynenko, O. O., Karev, B. A., Soboleva, E. V., & Klyuchnikov, D. A. (2020). The problem of attracting and professional adaptation of young teachers: analysis of factors and experience of solution. Society: sociology, psychology, pedagogy, 74(6), 135–143. (In Russ.).
3.
3. Qin, L. (2020). Country effects on teacher turnover intention: a multilevel, crossnational analysis. Educational Research for Policy and Practice, 20(1), 79–105. https://doi.org/10.1007/s10671-020-09269-3
4.
4. Toraman, C., & Celik, S. (2021). Lise Öğrencilerinin Öğretmenlik Mesleğine Yönelik Tutum Ölçeğinin Geliştirilmesi ve Ölçeğin Mesleki Değerlerle İlişkisi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 53(53), 47–68. https://doi.org/10.15285/maruaebd.676792
5.
5. Ilany, B. (2022). Why I Chose to Become a Mathematics Teacher? — An Analysis of the Motivations behind the Choice of Profession Based on Gender, Seniority, and Age of Students. Creative Education, 13(01), 183–202. https://doi.org/10.4236/ce.2022.131013
6.
6. Greco, A., Annovazzi, C., Palena, N., Camussi, E., Rossi, & G., Steca, P. (2022). Self-Efficacy Beliefs of University Students: Examining Factor Validity and Measurement Invariance of the New Academic Self-Efficacy Scale. Frontiers in Psychology, 12(1), 1–14. https://doi.org/10.3389/fpsyg.2021.498824
7.
7. Kettunen, A, Lassila, E., Lutovac, S., & Uitto M. (2023). Becoming a safe adult for pupils: emotions as part of first-year student teachers’ narrative identities told with photographs. European Journal of Teacher Education, 46(2), 1–20. https://doi.org/10.1080/02619768.2023.2211730
8.
8. Bergmark, U., Lundström, S., Manderstedt, L., & Palo, A. (2018). Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice. European Journal of Teacher Education, 41(3), 266–281. https://doi.org/10.1080/02619768.2018.1448784
9.
9. Tarkhanova, I. Yu. (2019). Modern regulators of the formation of a new didactics of higher education. Yaroslavl Pedagogical Bulletin, 107(2), 45–52. (In Russ.).
10.
10. The concept of training teachers for the education system for the period up to 2030. (Approved by Decree of the Government of the Russian Federation, dated June 24, 2022 No. 1688-r) [Electronic resource]. URL: http://static.government.ru/media/files/5hVUIZXA2JMcPrHoJqfohMeoToZAwtA5.pdf (date of access: 06.05.2023). (In Russ.).
11.
11. Savenkov, A. I., & Afanas’eva, Zh. V. (2017). Dynamics of professional motivation of future teachers in the conditions of reflexive-activity training in the management of research and project activities of younger schoolchildren. Vestnik MGPU. Series «Pedagogy and psychology», 39(1), 8–18. (In Russ.).
12.
12. Kirillova, Ya. V. (2018). Pedagogical support of university students as a condition for improving the quality of education. Bulletin of SUSU. Series «Education. Pedagogical Sciences», 10(3), 44–49. (In Russ.).
13.
13. Ponomareva, E. Yu. (2019). Psychological aspects of subject-subject pedagogical interaction. Problems of modern pedagogical education. Series «Pedagogy and Psychology», 64(2), 299–301. (In Russ.).
14.
14. Alisov, E. A., & Podymova, L. S. (2021). History of development of educational models and technologies. Moscow – Berlin: Directmedia Publishing LLC. 353 p. (In Russ.).
15.
15. Kaitov, A. P., & Lvova, A. S. (2022). Development of positive professional motivation of future teachers in the context of the implementation of the educational model 2 + 2 [Electronic resource]. Proceedings of the Institute of Pedagogy and Psychology of Education, 7. URL: http://izvestia-ippo.ru/kaitov-a-p-lvova-a-s-razvitie-pozitiv/ (date of access: 06.05.2023). (In Russ.).
16.
16. Gordeeva, T. O. (2015). Psychology of achievement motivation. Moscow: Meaning. 370 p. (In Russ.).
17.
17. Karpov, A. V., & Karpova, E. V. (2018). Methodological foundations of the psychology of educational activity. Monograph: in 3 volumes. Vol. 1. Metasystem approach. Yaroslavl: YarGU. 740 p. (In Russ.).
18.
18. Yang, C., & Bai, L. (2019). The use of metacognitive strategies by Chinese PhD students of social sciences in Australian universities. International Journal of Educational Research, 97, 43–52. https://doi.org/10.1016/j.ijer.2019.06.007
19.
19. Góes, N., & Boruchovitch, E. (2020). Estratégias de aprendizagem: como promovêlas? Petrópolis, RJ: Vozes. 126 p. https://doi.org/10.5585/eccos.n57.19890
20.
20. Higgins, N., Frankland, S., & Rathner J. (2021). Self-Regulated Learning in Undergraduate Science. International Journal of Innovation in Science and Mathematics Education, 29(1), 58–70. https://doi.org/10.30722/IJISME.29.01.005
21.
21. Essa, E. K. (2022). Strategies for Self-regulated Learning and Associated Impact on Academic Achievement in an EFL Context. EduLine: Journal of Education and Learning Innovation, 2(4), 533–540. https://doi.org/10.35877/454RI.eduline1451
22.
22. Karpova, E. V., & Makarycheva, I. N. (2016). Interrelation of reflexivity and motivation in the determination of educational activity. Yaroslavl Pedagogical Bulletin, 6, 268–273. (In Russ.).
23.
23. Kaitov, A. P. (2022). Motivational support for the implementation of an individual educational trajectory of bachelors of pedagogical education. Society: sociology, psychology, pedagogy, 3, 118–123. (In Russ.).
24.
24. Kruglikov, V. N., & Oleinikova, M. V. (2018). Interactive educational technologies. Textbook and workshop for universities. Moscow: Yurayt. 355 p. (In Russ.).