POSITIVE PROFESSIONAL MOTIVATION OF BACHELOR IN PEDAGOGICAL EDUCATION: STRUCTURAL AND CONTENT CHARACTERISTICS AND DIAGNOSIS METHODS

The relevance of the topic of the article is due to the scientific and practical significance of studying the positive professional motivation of university students, which contributes to academic achievements, successful professional adaptation and self-realization in the profession. Professional motivation is a holistic, systemic, integral, dynamic personal feature, the structure of which is formed by constantly interacting, hierarchically interconnected, cognitive, professional and personal motives. The positive professional motivation of bachelors of pedagogical education is characterized by the dominance of internal motives in the system of the motivational sphere of students, reflecting the orientation of the individual towards the conscious development and implementation of pedagogical activity. Diagnosis of positive professional motivation of undergraduate students — future teachers requires adequate tools. The analysis of scientific sources showed that many diagnostic methods of professional motivation widely used in the Russian-speaking space cannot serve as a relevant tool focused on diagnosing the professional motivation of bachelors of pedagogical education. The purpose of the study is to form — on the basis of determining the structural elements of professional motivation of undergraduate students future teachers, a diagnostic toolkit for identifying the level of positive professional motivation among students. The scientific significance lies in the fact that the author proposes an original multi-component diagnostic tool, consisting of seven psychodiagnostic methods that measure seven psychological variables that are part of the structure of professional motivation of future teachers. Based on the variables being diagnosed and the proposed indicators, it is possible to identify an integrated indicator of future teachers’ professional motivation and classify it in terms of the presence or absence of a shift to positivization. Theoretical significance lies in the fact that the use of the proposed diagnostic tools in educational practice will allow teachers, tutors, heads of structural divisions of the university to obtain objective results characterizing the development of positive professional motivation of pedagogical education bachelors, taking into account which to improve pedagogical technologies for teaching and educating future teachers at the stage of professional training at the university.

bachelors of pedagogical education, positive professional motivation, structural elements, value-semantic block, cognitive-reflexive block, behavioral block, coping block, psychological diagnostics, diagnostic tools, professional training

Kaitov A. P. Positive professional motivation of bachelor in pedagogical education: structural and content characteristics and diagnosis methods. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2023;3(64):413—420. DOI: 10.25683/VOLBI.2023.64.725.