Шляхи формування мотивації до професійного самовдосконалення майбутніх учителів фізичного виховання

Abstract

The article reveals the ways of forming motivation for professional self-improvement of future physical education teachers. It was found that the professional self-improvement of the future specialist is due to the motivational direction, ie the presence of a set of aspirations and conditions that guide him. Exploring the problems of physical self-improvement of students - future teachers of physical culture identified the following most significant incentives for professional self-improvement: incentives for self-knowledge: awareness of the personal significance of self-improvement; awareness of the need to increase responsibility to oneself; awareness of the problems of self-realization; incentives for self-determination: the opinion of significant others; interest in the subject; interest in self-improvement; incentives for self-government: the ability to objective self-esteem; ability to master the new; ability to use opportunities; incentives for self-realization: habit; high level of knowledge; incentives for self-improvement: high results; social recognition; mastering effective methods of self-improvement. The directions of influence on the process of development of motives of professional self-improvement are revealed: formation of positive motivational attitudes to professional self-improvement; formation of strong knowledge, skills and abilities in work on professional self-improvement; actualization of the needs of professional self-improvement in students in the process of organizing their cognitive activity. Integration classes dominate over all others in terms of the level of influence on the development of motivational and value spheres, on pedagogical attitudes to pedagogical activity, on the development of consciousness and self-awareness, formation of pedagogical experience, internalization of which leads to higher level of social activity and responsibility.