In recent years, the educational system has undergone fundamental changes. The teacher must strictly comply with the orders and requirements of the Ministry of Education and Science, comply with the innovations in the system of learning processes.
The introduction of new educational programs, additional social responsibility, the presence of such a phenomenon as unpaid hours, that is, in general, the discrepancy between the level of wages and the assigned workload, leads to a decrease in the attractiveness of the teaching profession. The system of motives for pedagogical activity is also changing.
What are applicants guided by when choosing among other pedagogical universities, and what motivates graduates who have received a teaching diploma to go to work in this area?
Motivation when choosing a profession
Let's first look at the reasons why a person chooses a profession in general.
Doctor of Psychological Sciences E. Klimov, who has devoted a lot of work to the psychology of work, separates the factors of external and internal motivation:
External factors:
- Opinionrelatives.
- Buddy targeting.
- Recommended by teachers.
- Orientation to the position of society.
Internal factors:
- Own expectations.
- The level of one's own abilities, their manifestation.
- Availability of knowledge and skills in any activity.
- Prone to action.
Let's consider what motives are guided by those who wish to prove themselves in pedagogical activity.
Teaching career choice and teaching motivation
Undoubtedly, all these factors have an impact on the choice of the teaching profession. But the main motives of pedagogical activity, due to its specificity, are, first of all, the attraction to teaching - the desire to teach other people, transfer their own knowledge and experience, and secondly - the level of awareness and abilities for a particular science.
With a conscious choice of a profession in the educational field, a student has a clear awareness of the importance of teaching as a process of forming a student's personality. With the aspiration to teach other people, the future graduate more deeply masters the subject that he intends to teach in the future. Among the personal qualities of such students, the ability to compromise, evenness in communication, a sense of tact, clarity of thought, the ability to argue judgments, and organizational skills predominate.
“Non-Pedagogical” Motivational Factors
A conscious set of pedagogical motivesactivity means that a person shows passion and interest in this area. A number of applicants enter pedagogical universities under the influence of completely different factors. For example:
- this is the only place where I managed to get through the USE scores;
- receiving deferment from military service;
- obtaining a diploma of higher education, the speci alty does not matter;
- following peers (friends got there);
- location in hometown (no need to move to another area and live in a hostel), etc.
Characteristics of applicants of pedagogical universities
Based on the choice of pedagogical speci alty, students can be divided into several categories:
- strive to increase the level of knowledge in the subject of interest, but not necessarily for the purpose of its further teaching;
- having no clear motive in choosing a profession;
- having a penchant for educational activities with a predominance of organizational qualities;
- showing ability and interest in teaching.
Motives driving students during their studies
During the educational process, students can form in themselves other motivational factors, both internal and external.
Internal - this is a deep knowledge of the subject, preparation for direct teaching activities, the formation of responsibility for students. External - this is the desire to stand out with the help of performancetraining both among students and among the teaching staff, receiving increased scholarships, a diploma with honors. Such external negative motives may also appear, such as fear of relatives and teachers in case of failures in the learning process, fear of being expelled from the institution, of being left without education.
Motivation for practicing teacher
In the implementation of teaching practice after graduation, other motivational factors begin to form.
The internal motives of pedagogical activity include, first of all, satisfaction from working with students. Professional development as a way of self-affirmation of the personality also plays an equally important role.
Among the external motives of pedagogical activity are such as the recognition of colleagues, holding a position in a prestigious educational institution, receiving awards and prizes for professionalism and success in work.
Motive of power
The author of the book "Diagnosis of Pedagogical Abilities" N. A. Aminov also highlights the motive of power that arises in the interaction of a teacher with a student. This motive finds its manifestation in the teacher's right to positive and negative evaluation of learning. Among the types of pressure on the student, Aminov identifies the following: the power of encouragement, punishment, normative and informational power, the power of the standard and the connoisseur. This need for dominance manifests itself in actions such as:
- control of the social environment;
- influencing the actions of others throughorders, arguments, persuasion;
- causing others to act in the same direction as their own needs and feelings;
- stimulating others to cooperate;
- convincing the environment of the correctness of their own judgments.
Of course, the motives of power in the relationship between teacher and student are aimed at the benefit of the latter. With the help of dominance as one of the other motives of professional pedagogical activity, the teacher transfers his knowledge, skills, experience to the student.
Social motivation of the educator
Particular attention should be paid to the motives of social and educational activities.
A teacher has no right to ignore the presence of signs of an unfavorable social situation in his ward (traces of beatings, external signs of drug or alcohol use, a sharp decline in academic performance, lack of attendance without good reason, etc.). Special responsibility rests with social educators, class teachers (at school), curators, heads of departments and departments (in institutions of secondary specialized and higher education).
Classification of teachers according to the structure of motivational factors
Satisfaction with pedagogical activity directly depends on the system of its motives. The predominance of internal and external positive and the absence of external negative incentives is their optimal ratio.
American psychologist L. Festinger founded the division of teachers according to the principle of evaluating the result of the student.
The first category includes teachers who draw conclusions on the basis of his previous successes. The second category are those who give an assessment in comparison with another student. Conventionally, he defined the first group as “development-oriented”, and the second - for “performance”.
Both Russian and foreign researchers in the field of pedagogy and psychology are convinced of the difference in methods, approaches and final results of the activities of teachers aimed at development and performance.
The first approach to learning individually, concerned primarily with the development of the subject and are able to track the level of each ward. The second important indicator is the overall level of the group, its value is above average, while the degree of mastering the program by each individual student is not important.
Thus, representatives of the development category practice a personal approach, adjusting not the student to the program, but the program to the student, which, accordingly, gives better results in the end of learning. In contrast, the second type clearly follows the methodological material, makes the same demands on the entire group of students, is directed strictly to the result of the general mass, achieving a level of its value above the average. The main motivational factor is the recognition of management and the receipt of remuneration.
But in general, it should be noted that, given the many motives for professional pedagogical activity, both external andinternal, it is undeniable that a teacher can be driven both by a passion for their work and a concern for increasing their earnings.
Teaching performance levels
The last link in the chain "motivation system - satisfaction with pedagogical work" is the productivity of this hard work.
The characteristic of pedagogical activity includes 5 degrees of effectiveness:
1) Reproductive - this is the minimum degree when the teacher conveys the information that he owns.
2) Adaptive - a low degree of effectiveness, but there is an adaptability of the transmitted knowledge to the characteristics of the trainees.
3) Locally modeling - the middle degree, when the teacher has developed a strategy for transferring knowledge.
4) System-modulating knowledge - a high degree of productivity.
5) System-modeling activity and behavior is the highest degree of effectiveness of pedagogical activity.
Introduction of activity structure
Any human activity has several components:
- The subject of an activity is the one or those by whom it is carried out.
- The object of activity is what it is aimed at.
- The goal is what it is for.
- Motives are what causes an activity to take place.
- Methods applied - how it is carried out.
- Outcome and evaluation of activities - the result and its analysis.
Without any component, the activity cannot exist.
Composition of the system of pedagogical work
The structure of a teacher's activity includes the same elements as any other human activity.
Subjects are not only teachers, they are also parents and other representatives of the environment that have a pedagogical influence on the objects of activity.
Objects - pupils and students who are aimed at the work of the teacher, as well as those people who participate in the pedagogical process.
The goals and motives of pedagogical activity are the transfer of one's own knowledge from the subject to objects, which has motivating reasons for this.
Means - knowledge possessed by the subject, ways to transfer it to the object using didactic and methodological material.
The result is the result of teaching activity, the assessment of which is the level of mastering the transferred knowledge.
Functional structure of teaching activities
N. V. Kuzmina, Doctor of Psychology, developed a model of teacher activity, consisting of functional components: gnostic, design, constructive, communicative and organizational.
The Gnostic element of the structure is the knowledge that the teacher has, not only in the subject taught, but also in the field of communication with students.
The design element is the planning of your actions in the learning process.
Constructive - selection of the necessary methodological and didactic material, building a training plan.
The communicative element is building relationships between teacher and students.
Organizational - the ability of the teacher to establish in the learning process both their activities and groups of students.
Regardless of the functional or phased allocation of components, the structure and motives of pedagogical activity are closely related.
Conclusions
We examined the motives for choosing teaching activities. Undoubtedly, this work has a creative beginning. This socially significant work should be done by people who have consciously made a choice in favor of the teaching profession. Behind it must necessarily be internal motives, such as a pronounced desire and need to teach other people the knowledge accumulated in oneself, and deep knowledge in the subject being taught.
