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Research of features of motivational sphere of pedagogical specialties students
10. Яницкий М. С., Серый А. В. Трансформация представлений об экстремальной ситуации в пост-некласической психологии.//Личность в экстремальных и кризисных ситуациях жизнедеятель-
ности. - 2013. - № 3. - С. 120-124.
Lekerova Gulsim Zhanabergenovna, doctor of psychological sciences, professor, M. Auezov South-Kazakhstan State University Omarova Gulnara Amzeevna, doctor Phd of pedagogics, university Miras Malgaydarova Gulnara Turganbayevna, master of pedagogics and psychology, M. Auezov South-Kazakhstan State University Beysenbayeva Gaziza Kuanyshbekovna, master of pedagogics and psychology, M. Auezov South-Kazakhstan State University Bekturganova Sandugash Musurmanovna, teacher, M. Auezov South-Kazakhstan State University
E-mail: gulsimlekerova@mail.ru
Research of features of motivational sphere of pedagogical specialties students
Abstract: Research of psychological bases of formation and development of professional motivation of educational activity is currently the most urgent area of psychological and educational research because knowledge and understanding of the motivational sphere of any specialist allows developing his professional self-consciousness, both at the step of choosing a profession, and in the process of improving it as a professional. In the process of professionalization of the teacher in his motivational sphere changes occur that lead to the improvement of skills. The problem of formation and development of pedagogical activity motivation has important theoretical and practical significance because its solution will improve the efficiency of the entire system of education.
Keywords: professional orientation and consolidation, professionally pedagogical orientations and motivations, particular significance, high educational system, professional education.
Kazakhstan’s integration into the world system of higher education, modernization of the various areas of education and socio-economic transformation society place new demands on higher education system, the quality of training, require a rethinking of the basic directions of professional training of teachers. In terms of renovation of modern society, revision of values there is a need for teachers, who would consistently and fully implement social and professional effect of education, with ability to grow a generation ready to free choice, creativity and self-realization. The assertion, that it is the teacher in all more or less significant changes in school education is the decisive
force that can change the situation, is so obvious that it seems, it does not require a full-scale study. But recently, in addition to the traditional problems of educational work was added another, buying every year more and more acute. It is about providing schools with young professionals [1].
The problematic aspect ofresearch ofmotivation-al sphere of personality is that so far the issue of the psychological nature of the phenomenon remains a controversial and requires a deep theoretical and methodological study. The lack of a unified theory of motivational sphere of the person cannot answer the many psychological and pedagogical questions
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Section 8. Pedagogical Psychology
related to the peculiarities of the successful implementation of the potential of students, providing quality training of modern specialists, adaptation and identification in conditions of social instability.
In order to test the hypothesis of research that students with different motivation career choices are characterized by the features in the system of value orientation of the individual, we conducted an empirical study. To identify the factors and motives of choice of profession has been used questionnaire developed by us that included a group of professional and educational motives, achievement motives and self-realization, the motives of public importance and social prestige of the profession, etc. While designing the questionnaire, we relied on the idea that the basis of preferential treatment to the selection of students of a particular department or specialty lays professional orientation, understood as a system of stable motives of his activity. To expand the psychological content of the professional orientation of students in identifying possible hierarchical system of motives, determining the leading dominating motive in the system, which will set the personal sense of choice of profession [2].
To study the features of the system of value orientations of the students personality with different motives of choice of profession was used the method of M. Rokich in adaptation of L. A. Goshtau-tas, L. L. Semenov, V. L. Yadov and in modification of D. A. Leontiev [3].
The study involved 120 first-year students. Identification using questionnaire of the leading motives of professional choice was the basis for the division of the entire sample of students into groups, essentially characterized by a generalized version of personal and professional self-determination. The first group (42 % of the total number of students who participated in the study) was classified as students with the dominant professional motivation (interest in the chosen profession, its content and creative capabilities; confidence in their abilities to the profession). The second group (16 %) included students, which is characterized by the dominance ofboth professional motives (interest in the chosen profession) and motives of public importance and the social prestige of their future profession. The third group (33 %) of students with a predominance of social prestige
reasons — public authority and prestige of the profession, as well as the prevalence of effective motives — the desire for material well-being, consumption, formal achievements, i. e. career, power, fame, wealth, etc. The fourth group (9 %) included students with highly social motivation of career choice. The leading motives in the troupe became social identification with the parents, competent people in this field. Precisely opinion, parents’ advice, other significant people, the example of their peers mostly defined career choice. This group is also characterized by the predominance of motives of avoiding failure, responsibility and duty to the parents, relatives, etc. Study of value orientations in the ecological groups of students revealed the following features.
In the hierarchy of terminal values ofthe first group of students leading place takes active life, there are good and true friends, health, self-confidence. In the second group of students leading terminal values are love, active life, a happy family life, self-confidence. For the third group of students the dominant values are financially secure life, the existence of good and loyal friends, confidence, and health. Among the dominant terminal values of fourth troupe also includes students financially secure life, love, self-confidence, the availability of good and loyal friends. Comparison ofhier-archy ofterminal values in the groups ofstudents with different motivation career choices revealed a greater similarity between the first and the second, third and fourth groups. In the system of instrumental values of students assigned to the first group, the higher rank occupied by the values of responsibility, self-control, education, independence. For the second group ofstudents leading values are education, honesty, responsibility. The third group of students is characterized by a focus on life values such as cheerfulness, responsibility, good manners, neatness and cleanliness, the fourth — the responsibility, strong will, self-control, efficiency in business and education.
Differences in the four researched groups of students achieve statistically significant limits for 6 of the 18 terminal values and and for 6 instrumental. Approximately the same number of significant differences was found when comparing the results in the 1st and 2nd, 1st and 3rd, 2nd and 3rd groups.
Relatively small differences in the value orientations of students of 2nd and 4th group. However,
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Forming of professionally pedagogical orientations and motivations in the system of high professional schools
a different attitude to such values as material security indicates that students of the fourth group, where the value is the dominant choice of profession, are largely determined by pragmatic goals [4].
Lack of authentically significant differences in the value orientations of students of the 3rd and 4th group may indicate a similarity of positions in the motives of choice of profession. Terminal values: life wisdom 1-2; 1-4 p < 0.05; financially secure life 1-3; 14; 2-4 p < 0.05; public acceptance 1-2 p < 0.05; Entertainment 1-3 p < 0.05, a happy family life 2-3 p < 0.05; self-confidence 1-2 p < 0.05. Instrumental values: neatness and cleanliness 1-3 p < 0 .05; intolerance of shortcomings in themselves and others 1-2 p < 0.05; Rationalism 1-3, 1-4 p < 0.05; courage in defending their opinions,
their views 1-3 р < 0.05; Honesty 2-3 p < 0.05; efficiency in the affairs 1-4; 2-3 p < 0.05.
Overall, the analysis of the results leads to the following conclusions: the attitude of students to have higher education and career choices in the contemporary socio-economic conditions becomes more pragmatic, significantly changes the structure of motives, and the resulting economic motives begin to dominate, and the profession is often the only tool to achieve these goals. Differences in professional choice motivation allow distinguishing groups of students from different areas of professional self-determination. In this way, our assumption is that students with different motivation of choice of profession are characterized by the presence of features in system of valuable orientations of the person has been confirmed [5].
References:
1. Lekerova G.J. Features of Motives’ Manifestation of Professional Development and Personal Characteristics of Future Teachers.//Life Science Journal. - 2014. - 11 (ls)
2. Lekerova G.J. Features of the organization and conduct of professional orientation to teaching profession in the field of education.//The Psychology of learning Moscow. - 2007. - № 9. - Р. 100-109.
3. Lekerova G.J. Psychological and pedagogical bases ofactive teaching methods.//Life Sc.J. - 2014. - 11 (bs).
4. Join Joan and 20,350,855 other researchers on Academia.edu//[Electronic resource]. - Available from: http://bham.academia.edu/JoanDuda
5. Alshuler A.S,. Tabor D., Ms. Intire. Teaching achievement motivation. - Middletown, Conn., In 1970.
Lekerova Gulsim Zhanabergenovna, doctor of psychological sciences, professor, M. Auezov South-Kazakhstan State University Rakhimshikova Mavluda Karimzhanovna, doctor Phd of philosophy Nurhanova Gulmira Bakhtiyarovna, master of pedagogics and psychology Turekulova Nargiza Anu-Arbecovna, master of defectology Sadykova Aynur Alikhanovna, master of pedagogics and psychology E-mail: gulsimlekerova@mail.ru
Forming of professionally pedagogical orientations and motivations in the system of high professional schools
Abstract: The research of psychological bases of the formation and the development of professional pedagogical activity becomes very urgent direction of psycho-pedagogical researches nowadays, since the knowledge and understanding of motivational sphere of any specialist allows
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