Professional Motivation Of Students Research Articles

The Influence of Teaching Methods on Self-Assessment of Academic Achievements of Students in Teaching Communication Skills in Medicine

Differences in the self-assessment of academic achievements of students depending on the use of interactive teaching methods are revealed. To prepare for primary accreditation, the Standardized Patient methodology is effective. For the formation of competencies necessary in real professional activity, the use of role-playing games and group discussions is significant. Simulation training has a positive effect on the formation of a predictive self-assessment of academic achievements, an increase in the educational and professional motivation of students, and the development of their reflective and productive thinking.

Актуальные вопросы учебно-профессиональной мотивации студентов вуза (на примере КГПУ им. В.П. Астафьева)

The article describes the experience of implementing a continuous study of educational and professional motivation of students on the basis of the Krasnoyarsk State University named after V.P. Astafiev. The author considers educational and professional motivation as a predictor of personal and career prospects, and discusses the need for both a broad study of the motivational profile of the personalities of university students, and the implementation of the results obtained in real educational practice through the development and implementation of programs for psychological and pedagogical support of personal and professional self-determination of students, educational work and advisory activities of a psychologist in support of the course of age-related personality crises of students. The results of a study conducted on a sample of 613 university students demonstrate a pronounced motivational gap at the age of 20, which suggests possible reasons for the sharp decline in educational and professional motivation - the lack of psychological and pedagogical support for students in the course of a youth crisis (identity crisis) or the beginning of a quarter crisis. life. Both assumptions demonstrate the urgent need for psychological support for university students, including the development and implementation of both programs of psychological and pedagogical support for students (including crisis ones), and work on methodological enrichment of the content of disciplines and educational activities in order to systematically implement the individualization and differentiation of the educational process.

Самооценка академических достижений студентов медицинского вуза в зависимости от интерактивных методов обучения

The purpose of the work is to identify the features of self-assessment of academic achievements of medical students depending on interactive teaching methods. The sample consisted of 272 6th year students of the medical and pediatric faculties (of which 76 % were women and 24 % were men) and 3 teachers of the Department of Pedagogy, Psychology and Psychosomatic Medicine of Izhevsk State Medical University of the Ministry of Health of Russia. The study was carried out as part of the study by students of the discipline “Doctor's Communication Skills”, one of the main goals of which is to prepare for the primary accreditation of future doctors. Classes were held in the form of communicative training. All teachers actively use simulation training, but to varying degrees: one teacher focuses on the “Standardized Patient” method, the second one - on the use of a case method with situational tasks from the professional activities of doctors, the third one - actively uses both. Based on the concept of A. V. Zakharova about the types of self-assessment, the authors developed an author's questionnaire aimed at determining the self-assessment of students' academic achievements. Within its framework, the features of retrospective, actual and predictive self-assessment of the academic achievements of students were found. Statistically significant differences in the self-assessment of academic achievements of students depending on the use of interactive teaching methods were revealed. To prepare for primary accreditation, the Standardized Patient methodology is effective. For the formation of professional competencies, it is also significant to use the case method in the classroom in the form of role-playing games and group discussions. Simulation training has a positive effect on the formation of a predictive self-assessment of academic achievements, an increase in the educational and professional motivation of students, and the development of their reflective and productive thinking.

The influence of the technology of virtual self-presentation of quasi-research activities on the educational and professional motivation of students

The influence of the technology of virtual self-presentation of quasi-research activities on the educational and professional motivation of students

MAIN ASPECTS IN FOSTERING PROFESSIONAL COMPETENCE OF FUTURE MEDICAL DOCTORS DURING THE COURSE OF OTORHINOLARYNGOLOGY

Today, the ambitious goals to achieve excellence in professional training of future healthcare professionals in accordance with European high standards are among the priorities of higher medical education in Ukraine. The issues on fostering professional competence of students of higher medical educational institutions are in the focus of attention of many disciplines, and otorhinolaryngology, a compulsory educational component, is one of them. Over the course of the academic discipline "Otorhinolaryngology", future medical doctors acquire general and professional competencies required for their successful practice. The aim of the article was to highlight the main aspects of the formation of professional competencies of future medical doctors during the course of Otorhinolaryngology. To implement the competency approach at the Department of Otorhinolaryngology with Ophthalmology of Poltava State Medical University, an educational and methodological complex has been prepared, and the newest technologies for the presentation of material and mastering skills are being constantly introduced. The department regularly updates material and technical base. These preconditions stimulate cognitive and professional motivation of students, encourage them to intensify educational activities, and contribute to improving the effectiveness of learning, and develop independence and responsibility that ultimately ensures the formation of professional competence of the future doctor. Thus, the course of the discipline "Otorhinolaryngology" is designed and delivered to train highly qualified and competitive healthcare specialists to provide their own professional activity with high quality and productivity.

Psychological and pedagogical conditions for professional motivation of pedagogical specialties students

In our rapidly developing modern world, where there are trends of high growth in science and technology, there is an acute need for professionally motivated and highly qualified specialists. This article discusses the features of professional motivation of students of pedagogical specialties. To determine the specifics of the formation of professional motivation of future teachers, an experimental study was conducted. The research consisted of 256 third-year students in natural sciences at the Abai Kazakh Pedagogical University in Kazakhstan. In forming the structure of professional motivation of students of pedagogical specialties in our research, we relied on the motivation structure developed by Ilyin. The data obtained made it possible to determine the features of the formation of professional motivation of students of pedagogical specialties, depending on the features of vocational training.
 
 Keywords: competence-based approach; professional motivation; paradigm of education; project-based activity.

Implementation of subject-professional training of University cadets of higher educational institutions of the Ministry of Emergency Situations

The article deals with topical issues of improving the level of training of cadets of educational institutions of the State Fire Service of the EMERCOM of Russia for professional activities in the field of fire fighting. The application of the implemented disciplinary approach, which assumes a time-dispersed nature of studying various disciplines in the field of fire fighting, does not allow you to get concentrated knowledge, skills and sufficient experience in performing combat operations to extinguish fires, which affects the professional readiness of graduates for practical activities. The purpose of the study is to form a subject-professional approach that will allow, through the optional hours of the main educational program on the basis of previously formed skills and abilities, to implement through training courses concentrated training in the field of fire fighting to improve the professional readiness of graduates. To increase the level of professional readiness of graduates, the author studied the experience of practical training in the field of fire fighting, analyzed the activities of fire and rescue units in extinguishing, studied normative documents and scientific works in the subject area, has developed a subject-professional approach for concentrated training, as well as the subject-matter and content of training courses, has formed an evaluation tool for students. The author proposes to implement a subject-professional approach through the development and implementation of basic, special and additional training courses, for the formation of which modular, competence-based and contextual approaches were used, aimed at maximum professional orientation of training, courses that allow to increase the competence of graduates in the field of fire fighting. The author also proposes to implement the subjects of the training courses through practical classes based on the game forms of training that increase the educational and professional motivation of students. The author concludes that in order to increase the effectiveness and further development of the subject-professional approach, it is necessary to expand the subjects of training courses and improve them, taking into account the changing regulatory framework, the experience of fire and rescue units in fires, the development of fire extinguishing tactics and the introduction of new models of fire equipment and fire-technical equipment.

ФОРМИРОВАНИЕ ИЗДАТЕЛЬСКИХ ПРОЕКТОВ КАК ПРАКТИКО-ОРИЕНТИРОВАННЫЙ ПОДХОД К ПОДГОТОВКЕ БАКАЛАВРОВ ИЗДАТЕЛЬСКОГО ДЕЛА

The article deals with issues related to project activities in the framework of training students for a bachelor’s degree in publishing and journalism at Moscow Polytechnic University. The emphasis is placed on the concept of implementing project activities in the educational process in the context of the implementation of the Federal State Educational Standard and on the consideration of various practices and approaches to the implementation of this concept. The introduction of innovative methods in higher education and practice-oriented approaches in training related to professional fields have been developed in the training of students for a bachelor’s degree in publishing. The complexity of production processes and the formation of a complex of creative, organizational, legal, technological, and communication components directly affect the nature of the activity and form requirements for the competencies of a modern specialist in the media industry. This leads to a revision of approaches and the introduction of new teaching methods. At the forefront is the formation of resource links with professional industries and the implementation of the idea of training specialists who can quickly adapt to changing economic conditions and solve production problems. The project method is an important tool for the professional motivation of students for it allows them to participate in the development and creation of a project, to see the final product that has been accepted into production, has passed full publishing preparation, and has been materialized. The method of integrating projects into the educational process allows structuring and organizing students’ independent work and experimental research. Within the framework of the practice-oriented approach to teaching at Moscow Polytechnic University, various subjects of both the educational and professional environment are involved in the organization of projects so that students form the scientific and practical competencies of a BA in publishing. An innovative approach to teaching students majoring in publishing and journalism is present in various areas of training and in various formats. Moscow Polytechnic University implements diverse practices involving the use of innovative methods for solving professional problems. Among them are the use of interactive forms of conducting classes, participation in project activities, development of bachelor’s thesis topics based on the development of publication projects, participation in practice-oriented events related to publishing. The bachelor’s curriculum includes disciplines related to the modeling of publications, the formation of projects of publications and publishing houses. The bachelor’s thesis is made on the basis of a project of a publication or a publishing house; it involves research in the field of publishing management, organization of the editorial and publishing process in a publishing house, development of a marketing plan for a modern publishing house. Interactive and informationalcommunicative educational technologies are used. Various events with workshops on the creation of publishing projects are held. The considered practice-oriented approaches in training implement the main ideas and tasks of project activity – they create a multilevel system for the formation of students’ competencies.

Formation of professional competences of students-foreigners when studying the Russian language discipline

The material on the problems of the formation of professional competencies of foreign students of a non-linguistic university while studying the discipline "Russian as a foreign language" is presented. The features of the formation of communicative competence in the classroom are described in detail with a personality-oriented approach in the process of learning the Russian language as a foreign language. In the educational process with foreign students, a special place is occupied by professionally oriented reading. The methodology of teaching Russian as a foreign language presents different types of reading. The methods of studying, familiarization and viewing types of reading are described in detail, which are relevant in the study of Russian as a foreign language. In the process of formation and development of the communicative competence of foreign students, attention should be paid to the learning objectives, the content of the educational material, to focus on the professional motivation of students needed to develop communication skills and abilities, to communicate with teachers of special disciplines. The teacher should take into account that when teaching a language, it is important to include such approaches to modern students in the educational process in order to obtain high-quality results that they could subsequently use in their professional activities. The paper notes the need to choose professionally-oriented textual material for reading, which is so necessary for foreign students. According to the authors of the article, professionally oriented reading is both a goal and a means of teaching Russian to foreign students, as well as the need to familiarize students with the original literature in the specialty in order to successfully apply the knowledge and skills acquired in the Russian language classes in the educational process.

Motivation of students with different professional education levels as a determinant of future professional self-realization

Justification of the study objectives: Due to the modern demands of the labour market, the reform of the Russian education system requires serious changes, both in the specialists training system and in process of their direct activities. In particular, professional training of students with different levels of preparation and specialization requires it.Goal of research: to identify features of professional motivation that determine process of professional future self-realization of students with different levels of education.Research method: ascertaining psychological pedagogical experiment.Research result: the motivational core structure of educational professional motivation of students with different levels of education, which features a certain hierarchy of education motives mediating the process of future professional self-realization.Main conclusions and their significance: the study revealed features in the structure of the motivational core of educational and professional motivation of students of different levels of education. This is due to age characteristics, social situation and professional experience. The data of the conducted research can be useful in the implementation of effective psychological and pedagogical support of students of various educational institutions receiving professions of humanitarian orientation, as well as young professionals. In order to harmonize motives in the hierarchy of motivation and increase the level of their professional self-realization.

Problems of the formation of professional motivation of students in socio-pedagogical education

Problems of the formation of professional motivation of students in socio-pedagogical education

Атрибутивно-ценностная детерминация мотивации обучения в вузе

The aim of this article is to study the relationship of attributive style and personal values with the motives of students' training. Methods . The questionnaire of study the attribute style (M. Seligman, V. Yu. Shevyakhova, T. O. Gordeeva adaptation), questionnaire of values (Sh. Schwartz, the modification of V. N. Karandashev), method of studying the motivation of training at University (T. I. Ilyina). Result . The differences in the expressiveness of the study motives at university, the degree of their consistency and personal values of students with optimistic and pessimistic style of attribution are defined. Conclusion . Attributive style of personality in connection with personal values determines the educational and professional motivation of students. In particular, as distinct from the value-motivational sphere of the students with pessimistic attributive style of personality, the value-motivational sphere of personality of the optimistic students is substantially more saturated, and this indirectly affects the motivation of studying at university. In addition, students with optimistic attribute style have a detailed idea of life plans, while specifying the content of aims and results of activities for the period of study at university.

Гендерные особенности профессиональной мотивациии карьерных ориентаций на разных этапах профессионального пути

Socio and psychological researches actualize the importance of the individual’s motivation and need sphere and the importance of career planning for the successful implementation of the professional activity. Numerous studies have established that, a choice of a professional path, made consciously, an internal professional motivation and the availability of a career plan in a constructive manner aff ect the professional activity of a specialist. The study involved men and women who are at various stages of the professional path. Gender peculiarities of professional motivation of students, as well as career orientation peculiarities of experienced specialists are established. The information obtained will help the specialists of the personnel management center to elaborate programs for the development of professional motivation and career planning, to take into account the gender specifi city of specialists and avoid professional crises.

ФОРМУВАННЯ МОВЛЕННЄВИХ НАВИЧОК СТУДЕНТІВ У ПРОЦЕСІ ВИКЛАДАННЯ ІНОЗЕМНОЇ МОВИ ЗА ПРОФЕСІЙНИМ СПРЯМУВАННЯМ

Розглянуто важливість формування мовленнєвих навичок студентів у процесі викладання іноземної мови за професійним спрямуванням. З'ясовано, які методи, вправи та завдання потрібно застосовувати для розвитку мовленнєвих навичок. Описано приклади вправ і завдань, які дають змогу студентам мислити та формувати іншомовну професійну комунікативну компетенцію певної галузі та забезпечують зв'язок вивчення мови з реальним контекстом її застосування у фаховій діяльності, розвивають пізнавальну та професійну мотивацію студентів. Наголошено, що під час викладання іноземної мови за професійним спрямуванням передусім варто звертати увагу на формування мовленнєвих навичок студентів, які спрямовані на оволодіння майбутньою професією та підвищують рівень загальної та професійної культури, сприяють підготовці до міжкультурної комунікації. Проаналізовано, які методи, вправи та завдання, що пропонують на заняттях з іноземної мови за професійним спрямуванням, повинні мати проблемний характер та спонукати студентів до дискусії та висловлення власної думки. Вважають, що набуті знання піддаються змінам і щоб навчити студентів мислити, вчитися знаходити необхідну інформацію, самостійно вдосконалювати свої знання, які будуть необхідні в майбутній професії, потрібно застосовувати інноваційні методи навчання, а також важливо надати студентам можливість мислити, вирішувати проблеми, що активізує мовленнєву діяльність студентів. Зазначено, що для успішного формування мовленнєвих навичок студентів, потрібно підготувати ситуації, наближені до реально життєвих згідно з навчальною програмою, підштовхувати і мотивувати студентів, надавати їм впевненості, розширювати лексику, роблячи навчання захоплюючим та веселим, а також важливо, щоб отримані теоретичні знання у процесі навчання знайшли практичне застосування, щоб студент мав змогу розвивати й удосконалювати знання з іноземної мови та реалізовувати набуті навички іншомовної комунікації у майбутній професійній діяльності.

Использование педагогического дизайна в процессе формирования профессиональной мотивации студентов

Использование педагогического дизайна в процессе формирования профессиональной мотивации студентов

Academic and professional students motivation changes in the course of their university programs

The paper presents the results of an empirical study, which revealed dynamic changes in the structure of academic and professional motivation of students with varying levels of academic success in the course of their undergraduate programs. The study established that these changes are manifested in intrinsic motives associated with self-actualization growing stronger from the first to the third year of university studies, and that in the fourth year of university studies students' motivational emphasis shifts from academic activities to future professional activities. The study demonstrated that the fundamental framework of students' learning and professional motivation, regardless of their level of academic success, is comprised of a person's socio-psychological attitudes. One applied aspect of this study is that its results can be implemented in the educational process in higher education, as well as in providing psychological counseling to students in their personal and professional development.

ORGANIZATIONAL-PEDAGOGICAL MODEL OF CAREER STUDENTS IN THE IMPLEMENTATION OF EDUCATIONAL PROGRAM

Purpose. The article is devoted to lessons learned to develop new professional areas and establishment of organizational and pedagogical model of professional orientation of students. Special attention is paid to the methodological support for vocational training, forms of professional information and professional consulting tools. The study identified a number of contradictions that exist in the modern system of vocational guidance of young people and students who have a negative impact on the level of educational motivation of students. These contradictions allowed to formulate the main problems related to professional self-determination of young people, among them lack of mechanisms for interaction between the educational institutions of vocational education, schools and employers. It was also found that the formation of motivational readiness of students to development of educational programs depends on the willingness of all stakeholders to participate in educational activities of designing individual educational profiles of students. Method and methodology of work. The basis of the research were theoretical methods: theoretical analysis and synthesis of information contained in the pedagogical, psychological, sociological literature on the problem of research; Empirical methods: pedagogical observation, interviews, survey, questionnaire respondents. Results. On the basis of the authors of the study justified: 1) Analysis of vocational guidance models of training and education of students; 2) Analysis of the content of training and design of educational outcomes in the organization of cooperation of the university and the employer; 3) Justification of improving organizational and pedagogical model of career students and the need for a pedagogical concept of «work based learning»; 4) Rationale for introduction in educational process of high school roadmaps personal development and career cycles. Scope of results. Results of the study can be used in higher education to enhance professional motivation of students in the early stages of training.

The Syllabus of the Regional Component of Professionally Motivational Education Developed for the Students Specializing in Tourism

The development of types and forms of tourism in the regions of the Russian Federation is connected with the socio-cultural and economic transformations of the tourism market, which conditions continuous improvement of the system of professional tourism education at all levels. The expansion of tourism relations and tourism activities in the district, city, region defines the variety of professional tourism education. The article explains the syllabus of the regional component within general and special subjects, determining professional motivation of students majoring in Tourism in Gzhel region of developed folk arts and crafts. It also provides such forms of extracurricular work with the students to promote effective professionally motivational education in the forms of competitions, contests, touristic fairs, Month tourism, meetings with representatives of the actively developing touristic countries, probation in tourism, charity events for Gzhel schoolchildren-the excursions with animation program and others. In general, the results of the pilot work suggest the viability of the proposed syllabus of the regional component in professionally motivational training of the students majoring in Tourism in the region with the developed of folk arts and crafts.

Конфликт как фактор развития профессиональной мотивации студентов туристского вуза

The article examines the role of conflict in the development of professional motivation of students of tourism universities. In this context, the use of educational technologies and context-based learning is at the focus of the study. The authors conclude that the above mentioned types of training, being conflict-help in their nature, assist future managers of tourist areas to know and understand themselves and the profession, to compare their professional capabilities and performance with the capabilities and achievements of others. The authors stress the progressive and positive impact of the conflict on the development of professional motivation of students of tourism universities. The evaluative, intrapersonal and interpersonal types of conflicts are identified. Attention is paid to the causes of conflicts for tourism students in the learning process, identified are the most effective strategies for student behavior in conflict situations. Tricks of technological assistance are shown for teachers responsible for directing the activities of the students to facilitate the acquisition of professional experience in solving conflicts, creating situations for student success, promoting professional growth and, as a consequence, the development of a conscious professional motivation. The study represents an attempt to prove that the conflict resides in the process of obtaining vocational education, as an essential attribute of students´ professional identity development and indicating the intensity of that identity´s evolution. And that is in itself an important factor in the development of professional motivation of the future managers in tourism-related areas.