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Oliynik I.V.
Candidate of Padagogic Sciences, AssociateProfessor, the Departmentof PedagogyandPsychology AlfredNobelUniversity, Dnieper, Ukraine
THE ROLE OF MOTIVATION IN THE PROCESS OF PREPARING FUTURE DOCTORS OF PHILOSOPHY IN THE CONDITIONS OF POST GRAGUATE STUDIES
Abstract
The analysis of psychological and pedagogical literature concerning the definition of the essence of "motivation " has been carried out in the article. The views of scientists on the formulation of this concept have been studied and analyzed. The role of motivation in the process of professional training of the pedagogue has been determined. The motives have been categorized according to the direction and content. The main conditions that contribute to the formation ofpositive motivation for students to studying and professional development have been listed.
Key words: motivation, professional motivation, academic teachers, post graduate studies, doctor of philosophy.
In the process of preparation of future Doctors of Philosophy in the conditions of post graduate studies the special attention is paid to the process of developing personality, values, persuasions, reasons which in their turn are a predetermining factor regarding motives and aims of pedagogical activity.
Quality of professional pedagogue preparation greatly depends on the desire of a person to study, his needs in new knowledge, new information, and motivation to master professional knowledge.
Motivation is a driving force of a person's behavior, which occupies a leading place in the structure of personality, forming character, world view, and direction of activity. Any pedagogical co-operating with a student becomes effective only if peculiarities of his/her motivation are taken into account.
It is known that external and internal stimuli act as a source of professional education for the individual.
External incentives for professional education arise from the inconsistency of the results of professional activity with the requirements for this activity; they often encourage the person to replenish his/her education.
Internal incentives are connected with the need for pedagogical creativity, self-realization of the individual. This way is called upon to develop the personality and through its perfection to reach new levels of mastership.
Consequently, if the source of professional self-improvement is in a social environment, then the driving forces of this process must be sought within the individual - in the form of motives for professional self-improvement of a person.
Studies by B.G. Ananyev, A.N. Leontiev, L.M. Mitina, L.I. Bozhovich, V.A. Petrovsky and other scientists are devoted to various aspects of professional motivation.
Leading national specialists in the field of educational psychology note the exceptional importance of referring to the resource of the student's internal learning motivation in constructing an effective educational
process (P.Ya. Galperin, V.V. Davydov, A.K. Mar-kova, A.I. Podolsky, N.F. Talyzina, G.A. Tsukerman, D.B. Elkonin and others).
Insufficient theoretical study of the problem of motivation development in the process of preparing future doctors of philosophy in the conditions of post graduate studies determines the topicality of the research.
In the context of the research, we agree with I. Podlasiy's significant convictions that the study and correct use of existing motives, the formation of the necessary ones which direct the development of the personality and its movement, is the core of pedagogical activity.
Once K.D. Ushinsky noticed very subtly saying that studying without any interest and under the pressure kills students' desire for learning and studying based only on interest, does not give the opportunity to strengthen self-control and student's will, since not everything is interesting in studying and it will be necessary to take a lot of things by force of will [9, p. 23].
In the general sense motivation is a set of driving forces that encourage a person to perform certain actions; depending on the person's behavior, this is a process of conscious choice of one or another type of actions, due to the influence of external and internal factors [8, p. 4].
The process of motivation consists of a series of consequent stages.
At the first stage, there should be a need in the process of learning activities, which is defined as a feeling that a student is missing something and he must find an opportunity and begin to take specific steps to achieve the goal of meeting this need.
The second stage is that the person begins to look for ways to eliminate the need as a result of the fact that there is awareness of the need to find the possibility of eliminating the need: satisfaction, atrophy or ignoring.
The third stage involves the definition of goals (directions) of actions. Personality determines what actions need to be taken to meet the need.
Any activity, including training, can be organized
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on the basis of external and internal motives (Figure 2).
It should be noted that the main feature of the activity accompanied by external motivation, is connected with the motive to activity due to external attributes unconnected with the process of activity itself. This type of motivation has nothing to do with the result of activity, its quality and methods of achieving a goal.
Internal motivation is related directly to the process of cognition. In this case the personality result of cognitive activity becomes meaningful, but not reaction on external factors. There is personality participation in activity, as all aspects of educational and cognitive activity are connected with aspirants' needs.
To prove what has already been said, it is necessary to pay attetion to the words of the well-known pedagogue A. Disterverg, who was sure that development and training cannot be given and reported to anybody. Everyone, who wishes to become familiar with them, must reach it due to own activity, own forces, own tension, outside he can get only a motive [6, p. 118].
This shows that, with the traditional approach to training, the aspirant performs only reproductive actions, recommended by the teacher and controlled by means of scores, which, when used in the usual way, are certainly an external motivation for the educational process.
Accordingly, after a long stay of the aspirant in the mode of compulsion, there can be no question about independence. In the context of this problem, an effective cognitive corrective program may be aimed at developing self-control and self-control skills, "skill-therapy" developed by D. Meichenbaum on the basis of the general theory of activity and therefore easily used in the educational process organized using the activity and practical method of teaching [2].
It is a well-known fact that the process of formation of procedural motivation will be effective under the condition of subject and subject interaction between the pedagogue and students (Figure 1).
Effective subject and subject interaction
• Identification and effective use of aspirants' personal resources
Stimulation of creativity
E .nancing the educational students' motivation by means of "Inclusion"
Figure. 1.1. Process of formation of procedural motivation
To form procedural motivation among aspirants -future doctors of philosophy in the conditions of post graduate studies it is important to include them in the process of mastering knowledge with the help of active teaching methods, which, in turn, involves strengthening the educational motivation by resolving professionally directed tasks, in the context of which aspirant will understand what knowledge he needs to carry out future activities; in our opinion, method proposed by American researchers in the "learning pyramid" - teaching others / immediate application of knowledge, will be very productive. In the context of what has been said, it's worth remembering an ancient Chinese wisdom: "Tell me - and I'll forget it. Show me - and I'll remember. Let me do it - and it will be mine forever. "
No less significant in the process of increasing the motivation of future doctors of philosophy in the conditions of post graduate studies is to stimulate their creative potential, which involves the development and implementation of projects, various teaching technologies, the solution of pedagogical situations in an unconventional way.
The identification and use of students' personal resources, which will become an "engine" in the process of professional development, are considered to be
meaningful.
That is why in the conditions of a post graduate studies at Alfred Nobel University in the process of studying the cycle of psychological and pedagogical disciplines it is proposed to conduct classes for future PhD students using active forms of teaching. There is one more positive point: the teacher can also learn a lot from his students, look at the educational process from outside, and acquire new methods and techniques.
We are fully convinced that pedagogical activity should be aimed at the formation of procedural motivation, which, in turn, contributes to the development of critical thinking.
Before forming students' motivation, the teacher should be motivated to implement the teaching activity.
So, A.K. Baymetov [1, p. 228-230], studying the motives of pedagogical activity, united all their diversity into three groups:
1) motives of obligation;
2) motives of interest and enthusiasm for the subject taught;
3) motives of passion for communication with children ("love to children").
As for the second subject of the educational process, A.I. Gebos [5] identified factors (conditions) that
«C©yL©qyiym=J©yrMaL»#2i26),2@19 / PEDAGOGICAL SCIENCES
contribute to the formation of aspirants' positive motivation for learning:
- awareness of the nearest and final learning goals;
- awareness of the theoretical and practical significance of the acquired knowledge;
- emotional form of presentation of the educational material;
- demonstration of "perspective lines" in the development of scientific concepts;
- professional orientation of educational activity;
- selection of tasks that create problem situations in the structure of learning activity;
- curiosity and cognitive psychological climate in the training group.
Considering the motives for acquiring knowledge necessary for implementation of future professional activity, it is possible to classify them according to the direction and content:
- social (duty, responsibility, understanding of the importance of education for the whole society);
- cognitive (the desire to know more, to become erudite);
- professional and valued (expansion of opportunities to get promising and interesting job);
- aesthetic (pleasure from learning, revealing hidden abilities and talents);
- communicative (the possibility of expanding their circle of communication by raising their intellectual level and new acquaintances);
- status and positional (aspiration through teaching or social activity is affirmed in society);
- traditional historical (established stereotypes that have arisen in society and strengthened over time);
- utilitarian cognitive (the desire to learn a particular subject of interest and learn to self-education);
- unconscious motives (based on complete misunderstanding of the meaning of the information received and complete lack of interest in the cognitive process).
These motives can merge, forming a general motivation for learning [3, p. 65].
As part of the professional education of future Doctors of Philosophy in the conditions of the post graduate studies, we understand motivation as a systemic education that provides motivation, direction and regulation of the performance of educational and research activities.
Considering the position of P.Ya. Halperin about motivation, we agree with the author's conviction that cognitive motivation, interest in the process of mastering knowledge is of absolute value and it cannot be replaced by anything, it does not have genetically assigned character, it, according to the author, can be "created, shaped , like all other things "[4, p. 198].
The scientists E.Disi and R.Ryan developed an original theoretical approach to explain the mechanisms of the functioning of internal and external motivation, which is a part of their self-determination theory (SDT).
Internal motivation is considered in the SDT as perhaps the most vivid manifestation of the "positive potential of human nature", which is "an innate tendency to strive for novelty and complex tasks, expand and exercise their abilities, explore and learn" [10, p. 319-338].
The structure of each specific motive appears as the basis for the action, the act of a man. E.P. Ilyin distinguishes 3 blocks in the structure of the motive:
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1) block of needs (biological, social needs and a must);
2) the internalfilter block (preference based on external signs, internal preference (interests and inclinations), declared moral control (beliefs, ideals, values, attitudes, beliefs), evaluation of one's abilities ( one's knowledge, skills, qualities) assessment of your status at the given moment, taking into account the conditions of your achievements, your goals, anticipating the consequences of your actions, deeds and activities in general);
3) target block (required goal, the objective action and the process of satisfying the need, the motive may include one or several components from one or another block, one of which can play a major role, and the other can be an auxiliary one).
The most important characteristics of the motive are strength and stability. The strength of the motive acts as an indicator of the insurmountable aspiration of the individual and is estimated by the degree and depth of awareness of the need of the motive itself, by its intensity. The strength of the motive is due both to physiological and psychological factors. The first should be the strength of motivational excitation, and the second
- knowledge of the results of activities, understanding its meaning, a certain freedom of creativity [7].
Thus, summing up the above, it can be concluded that motivation is an important link between the subject and subject interaction of the pedagogue and aspirants; it is undoubtedly that both parties of the given process must be motivated to perform the activity, since only this condition will allow the participants of the educational process to find a common interest, to see one goal and the way of its achievement, which will allow us to talk about the effectiveness of professional training and the formation of the personality.
References
1. Baymetov A.K. Experience in the comprehensive study of the teacher's personality / A.K. Baymetov, A.M. Gorfunkel, L.A. Perevoshchikova // Questions of personality and work psychology. Sverdlovsk, 1973. - P. 228-230.
2. Burmenskaya G.V., Karabanova OA, Liders A.G. Age and psychological counseling. Problems of mental development of children. - M., 1990. - 136 p.
3. Vygotsky L.S. Pedagogical psychology / Vygotsky; Ed. V. V. Davydova. - M .: ACT Astrel Khranitel, 2008. - 671 p.
4. Galperin P.Ya. Lectures on Psychology: Textbook. Moscow, 2007. - 400 p.
5. Gebos A.I. Psychological conditions for the formation of positive motivation for learning [Text] / A.I. Gebos. // Education, training, mental development: theses of the speech to the V All-Union Congress of Psychologists of the USSR. Part 1. - M., 1987.
6. Disterveg A. Selected pedagogical compositions. - M., 1936. - 138 p.
7. Ilin E.P. Motivation and motives / E.P. Ilin: Peter, 2000. - 512 p.
8. Sladkevich V.P. Motivational management. -K .: Ed. MAUP, 2001. - 168 p.
9. Ushinsky K. D. Selected Pedagogical Works: In 6 volumes. - M., 1990. -V. 3. - P. 23.
10. Deci E.L., Ryan, R.M. The «what» and «why» of goal pursuits: Human needs and the selfdetermina-tion of behavior // Psychological Inquiry, 2000. - V. 11.
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