Особливості розвитку пізнавальної мотивації майбутніх педагогів у процесі викладання психологічних дисциплін

Abstract

У статті розглядаються можливості застосування методів активізації пізнавальної мотивації майбут- ніх педагогів. Наведено результати конкретного емпіричного дослідження, які дозволяють виявити вплив спеціально організованої взаємодії студентів у процесі навчання на розвиток їх прагнення до здобування фахових знань та досягнення успіху. На основі цього окреслюються шляхи оптимізації пізнавальної діяльності студентів при викладанні психологічних дисциплін інтерактивними методами.One of the urgent problems of modern higher education is the training of a future independent professional, capable of active self-regulation in labour activity and creative solution of the theoretical and practical problems. In this case a problem of activation of students’ cognitive activity is considered to be very important, namely the organization of such an interaction of future teachers in the educational process, which would provide the formation of effective motives of psychological knowledge mastering, without which their future professional activity would be impossible.Modern psychological and pedagogical literature on the topic deals with the possibilities of interactive methods of teaching students, in which teacher’s activity is focused not on a certain student, but on a group of interacting students, which enhance and activate cognitive activity of each other. Teacher’s position as a coordinator of students’ active work is the main characteristic feature of this type of teaching method. When mastering and transforming the object of cognition,students acquire new knowledge and skills, which are transformed into the new value orientations in terms of their future professional activities. The carried out empirical study has revealed significant differences in the cognitive motivation of student groups, in which seminars and practical lessons were held mainly according to the traditional scheme or the rules of interactive teaching. The obtained results show that the organization of the educational process by the use of interactive methods creates conditions for the strengthening of students’ motivation in studying and achieving success. Team activities help to overcome the uncertainty and fear of failure when solving complex tasks with professional content and thereby activate the cognitive interests of future teachers in the field of psychological knowledge. Cognitive motives and the motives of profession mastering are dominant compared to the pragmatic or status ambitions of future teachers. Thus, the inclusion of students into the interaction in solving professionally relevant situations provides not only the increasing of cognitive activities of every student, but the formation of the orientation at the achievement of the team result, creating the basis for the further professional development.