THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
203
PROFESSIONAL MOTIVATION AS A FACTOR FOR THE
DEVELOPMENT OF PROFESSIONAL REFLECTION IN FUTURE
TEACHERS
Joraev Nurbek Sadullaevich
Kukan State Pedagogical Institute, vice-rector
for scientific affairs and innovations
https://doi.org/10.5281/zenodo.15314160
Abstract.
The article focuses on the issues of the influence of professional
reflection on the formation of professional motivation in future teachers. In
particular, the analysis of scientific research conducted by world scientists on
the manifestation of professional motivation in future teachers is described. At
the same time, experimental work aimed at studying professional motivation in
future teachers was carried out.
Keywords:
personality, future teacher, professional motivation,
professional reflection, professional self-awareness, professional interest,
ability, career choice, career guidance, work activity, subjective factors, objective
factors.
Аннотация.
В статье уделено внимание вопросам влияния
профессиональной рефлексии на формирование профессиональной
мотивации у будущих педагогов. В частности, изложен анализ научных
исследований, проведенных мировыми учеными по проявлению
профессиональной мотивации у будущих педагогов. Вместе с тем
проведена экспериментальная работа, направленная на изучение
профессиональной мотивации будущих педагогов.
Ключевые слова:
личность, будущий педагог, профессиональная
мотивация,
профессиональная
рефлексия,
профессиональное
самосознание, профессиональный интерес, способности, выбор профессии,
профессиональная ориентация, трудовая деятельность, субъективные
факторы, объективные факторы.
It is important to dwell on the process of making decisions about what kind
of activity a person chooses, especially about external factors. This mainly
depends on external circumstances, one's own capabilities and abilities,
interests and inclinations in choosing a profession. Factors that positively
influence the evaluation of external conditions include the amount of money
earned, benefits, proximity of the proposed enterprise or institution to the place
of residence, convenience of transport links, workplace aesthetics and harmful
aspects of production, psychological climate in the team, praise and calls for
order.
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Assessment of one's capabilities includes health, work capacity, possession
of important professional qualities, level of knowledge, inclination to work
without stress, the ability to work at the required pace and calm rhythm in high-
noise work.
It is important to evaluate the chosen workplace in accordance with
interests, opportunities at the enterprise where the institution currently works,
barriers, work management, and the emergence of professional growth
initiative. Sometimes, choosing a place of work based on interest is of great
importance.
The motives for choosing a place of work and profession were classified by
E.S.Chuchunay.
He divides professional motives into:
1. Dominance (dominant interest in the profession).
2. Situational (realization of conditions that have always interested a
person).
3. Comformist (convenient).
4.Professional motivations (with the advice of friends and acquaintances of
those close to him in the social world) [6].
L.I.Bamburova cites the factors that determine the choice of musical
performance profession:
- interest in creativity and musical performance;
- the need to enjoy music;
- the desire to take the initiative in the performance of musical works;
- the desire to elevate the value of the audience, to give them pleasure[1].
Of course, these are not the complete motives of musical performance. They
only lead to the beginning of a musical career.
Motives for choosing the profession of a medical worker A.P. Vasilyev cites
the following motives:
- the desire to treat people;
- the desire to relieve elderly and young children from painful illnesses;
- the opportunity to care for the health of loved ones;
- solving problems of scientific medicine;
- the opportunity to take care of one's own health;
-material interests [3].
The strengthening of motives depends on the satisfaction of many factors of
workers in labor activity. In this regard, Western psychologists V. Vroom and E.
Disi distinguish the components of work activity motivation [5]. According to it,
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the more satisfied people are with their work, the more they try to do their
work. The more they are motivated in the process of activity, the harder they
work. Incentives implemented under this approach depend on the productivity
of workers. In this, they draw strength from the firms, companies, and
organizations in which they operate. These various additional benefits are
organized by the enterprise, such as pensions, the desire for education,
recreation, etc.
According to the survey results, the type of dismissal is categorized as
objective, objective-subjective, and subjective. Objective causes include poor
health and physical condition, change of residence, continuing education,
childbirth, and childcare. Objective and subjective reasons include the terms of
the employment contract, the impossibility of professional growth,
advancement, and others. Subjective reasons include the psychological climate
in the team, interpersonal relationships, and others.
Job search motivations of the unemployed remain an unexplored problem.
At the same time, the ethics of unemployment and the activity of finding a new
job largely depend on its motivational aspects, their structure, and less often on
the conditions of the content of life. As noted by M.V. Dmitry [3], the specific
features of the motivational aspects of the unemployed are manifested in
connection with all indicators of the motivational structure of their job search
activities.
It allows them to take steps back to be independent of social change and
realize their potential. The structural feature of the motivational capabilities of
passive unemployed is characterized by the mobility of individual motives.
For the characterization of the structure of motives of professional activity,
methods proposed by B.N. Dadanov [4] can be applied. He indicates that the
reasons for any activity are reflected in the following factors:
1. Enjoyment of the process of the same activity.
2. Correct results of activity (created product, acquired knowledge, etc.).
3. Encouragement of activity (salary, promotion, by word, etc.).
4. Striving to avoid punishment in cases of evasion or poor performance of
activities. These causes can also have a negative "valence." For example,
distancing oneself from activities can extinguish their interest.
Denoting negative valence with a special symbol, we note the following:
T - difficult and unpleasant work process for a person;
R-removal from striving for the result that needs to be achieved;
V-incentive-proposal for refusal of work;
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G-imposes penalties for the same work activity
The motives for entering pedagogical universities and choosing the
teaching profession (teacher, kindergarten teacher, etc.) are diverse, and some
of them are related to pedagogical activity. This aspect has long been a concern
for pedagogical, public, and higher education institutions. According to many
surveys conducted (among those who entered pedagogical universities), a
positive attitude towards the teaching profession was expressed. Approximately
40% are not interested in teaching activities due to their interest in certain
things or subjects, and from 13% to 22% of students have neither a positive
attitude towards teaching activity nor professional science. The purpose of their
admission to higher education institutions is to avoid military service at the
same time or to gain prestigious higher education. Many reasons for entering a
pedagogical educational institution are the proximity of this institution to their
place of residence. This indicator, this tendency, has persisted for many years.
A conscious choice of profession is carried out in connection with a person's
social status. If the main thing for a person is social prestige, then the profession
is chosen based on existing factors, as well as prestigious professions in society.
Many people choose a profession based on how much material incentives it
brings them.
Among people, there are also those who choose a profession due to their
interests, and this interest rarely takes on a romantic character.
Career choice can be based on the pursuit of a career, on the basis of real
external impressions, or on the advice of parents and friends, or depending on
luck. But professional romance usually disappears quickly and is replaced by
"hard workdays" when a person is not yet ready emotionally, physically, or
mentally. The chosen profession is difficult for him, in many cases creates
various obstacles, and in some cases he has to change his profession.
In such cases, the choice of profession depends on many conditions. But
first of all, it is necessary to pay attention to the choice of profession. Most of the
selected activities correspond to a person's abilities and inclinations.
A.K. Baymetov, studying the motives of pedagogical activity, combines 3
main ones among them [5]:
a) motive of inevitability (duty);
b) attraction of interest and attention to the subjects taught;
c) interacting with children.
According to the predominant nature of these motives, the authors
distinguish 4 groups of teachers:
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1. With a predominance of debt (43%);
2. Priority of interest in the subject being taught (39%);
3. The predominance of the need to communicate with children (11%);
4. Without any driving motive.
According to the studied sources, the types of motivation influence the
direction and nature of teachers' pedagogical requirements for students. The
teacher's multifaceted motivation is characterized by the harmony of students'
behavior and the demand for their assimilation of educational material. The
predominance of the motives of obligation in teachers not only places high
demands on students, but also requires strict discipline. In teachers with
predominant motives of interest in the subject, a demand for the assimilation of
educational material is noticeable, since the greatest demand is directed at the
student's personality.
As A.K.Baymetov noted, the predominance of the motivation of a propensity
for authoritarianism in authoritarian teachers, the predominance of the
motivation of communication in liberal teachers, the absence of any of these
motives, is an aspect characteristic of democratic teachers.
In mastering the teaching profession, the need for professional knowledge
increases. According to V.N. Nikitenko and B. Fidler, when teachers aged 25-30
develop a need to acquire pedagogical and psychological knowledge that they
didn't pay much attention to while studying in higher education institutions, N.V.
Zhurinim [5] studied teachers' attitudes towards various factors in their
pedagogical activities. Studies show that the satisfaction of teachers with their
profession and workplace in some cases depends primarily on the material base
of the school, in others - on achieving results in pedagogical activity, in a third -
on establishing interaction with the administration, in a fourth - on receiving a
salary.
Professional motivation (inclination) is a specific motivating action that
leads to choosing a profession. The desire to acquire a profession is formed in
students through environmental factors and career guidance work conducted at
school. The variable formation of professional motivation is a continuous
process influenced by objective and subjective factors. As a result, if there is a
clear need in the early stages of motivation, it is advisable to correct them.
Professional motivation can be studied separately in groups. This method was
conducted in a group of subjects, and the results were analyzed quantitatively
and qualitatively.
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Table 1
Levels of manifestation of professional motivation in future teachers
Course
Group 1
Group 2
Group 3
Group 4
1st year
6,4
7,2
9,6
8,4
3rd year
9,3
10,3
7,9
11,8
If we analyze the results according to Group I factors, then in 1st-year
students it is low, and in 3rd-year students it is high. This is considered the
motives of one's work, indicating the importance of the labor process for a
person. It is distinguished by the importance of the labor process for a person.
Group II motives testify to the dependence of socially significant motives of
labor on the choice of a profession demanded by society. This motive also
constitutes a significant level in the groups of subjects.
The next motivation of the methodology is self-affirmation as a person,
demonstrating the possibility of realizing one's abilities in choosing a profession.
This indicates a low level among 1st-year students and high indicators among
3rd-year students, which indicates achieving a result closer to the motives of
professional mastery, especially work. In this case, the main goal of a person
performing any activity is the expected result.
Based on the analysis of the presented theoretical and empirical data, it was
possible to form the following conclusions:
- the formation of professional motivation in future teachers is determined
by their professional interests, abilities, enthusiasm, and aspirations;
- external social motives and internal social motives in the structure of
professional motivations of future teachers are of great importance;
- Self-affirmation within professional motivation, motivations of interest in
work, are shown as criteria for a person's conscious choice of profession.
Based on the above conclusions, we have the opportunity to develop the
following recommendations:
- to achieve a conscious choice of profession among future teachers, it is
necessary to organize individual and group consultations;
- it is necessary to create an opportunity for future teachers to test
themselves within the framework of a game profession in order to become more
closely acquainted with the features of their favorite profession in the process of
familiarization with the world of professions, for this it is necessary to organize
role-playing games related to the world of professions and practice;
THEORETICAL ASPECTS IN THE FORMATION OF
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International scientific-online conference
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- ensuring the freedom of the process of choosing a profession, giving the
person the right to choose depending on their existing opportunities and
interests;
- ensuring the availability of sufficient information about professions
among future teachers;
- to equip future educators with knowledge, skills, and abilities in this field
to foster a conscious attitude towards their chosen profession.
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