Motivation enhancement of future engineering teacher by means of pedagogical support
2022
Humeniuk, Iryna | Mushenyk, Iryna | Chaikovska, Olha | Humeniuk, Oleksandr
The success of young people in future professional activities significantly depends on the quality of their training in higher education institution. The system of professional paradigm in higher education should be aimed at training future engineers-educators who will embody the values of civil society and at a high professional level will solve problems that arise in vocational schools. The article reveals the conceptual provisions of the development of the readiness of the future engineer-teacher for professional and pedagogical activities through the motivation enhancement. The technology of pedagogical support (substitution, imitation, cooperation, initiation, anticipation) is offered in the educational process of the higher education institution to increase the professional motivation for engineering teachers to be. The dynamics of the motives of professional activity among students in the period of 2018–2021 academic years is analysed in the paper. The checkpoints were made after the first and the third years of the students’ bachelor level and the first year of the master level at the Faculty of Engineering of Higher Educational Institution “Podillia State University” specialty “Professional Education (Engineering)” (fulltime tuition). To diagnose professional and pedagogical motivation of students the method of motivation of professional activity by K. Zamir in the modification of A. Rean was used. It was proved that pedagogical support provided by the teachers influenced greatly on the motivational component of the education. Thus, the following dynamics were observed during the testing period: constant increase of internal motivation and regular decrease of external motivation. It underlines the importance of the teaching process essence rather than environmental and other external circumstances influencing it.
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