The negative consequences of an incorrectly chosen profession affect both the person himself/herself and his/her social environment. The right choice of profession helps to reduce staff turnover and increase labor productivity. This truth is directly related to the teaching profession. The problem of motivating a professional teaching career, as well as the problem of motivating human behavior and developed. There are practically no special studies that would trace the relationship between the motives for choosing a pedagogical career and the motivation for pedagogical activity among students at the initial stage of teacher education.
The purpose of the study: to identify the career orientations preferences of first-year student teachers from various types of universities implementing teacher education programs: the capital’s pedagogical university, federal university, classical university, regional multidisciplinary university in the national region, regional pedagogical university and regional university of humanities and technology.
E. Shein’s method of studying professional career motivation (adapted by V.E. Vinokurova and V.A. Chiker) was chosen as the research method. First year students of six Russian universities enrolled in the Pedagogical Education program participated in the study.
The study presents the student teachers’ career orientations on the following scales: professional competence, management, autonomy, job stability, residence stability, service, challenge, lifestyle integration, entrepreneurship. Dispositions, value orientations and social attitudes of students that influence career orientations are also presented.
Author : Nadezhda A. Ivanishcheva
A New Approach to Pedagogical Local History in the Professional Development of the Teacher of the Future: From Comprehension to Translation
The importance of the problem under study stems from the rising demands of the state and modern
society for a teacher’s professional growth. The objective of this paper is to establish a new format of
pedagogical local history as a strategic resource for professional development of the teacher of the
future. The notion of pedagogical local history has been explained from the standpoint of a branch of
pedagogical science that investigates the past and current situation of education in the country and its
areas. Through the generalization of sources, clarification and interpretation of formulations, a new
approach was proposed to understanding pedagogy as it relates to the professional readiness of the
future teacher to independently manage his or her career, to determine the trajectory of profession,
and to set desirable goals to promote the cultural heritage through the interaction of times, the
development of a new one, and the preservation of the past. By incorporating the main principles
of digitalization into pedagogical practices, regional pedagogical traditions were articulated in the
context of the cultural heritage of generations of the Orenburg region. Regional factors have been
found as having a novel quality to the seemingly well-known processes of professional evolution
of the future teacher due to their “territorial” nature. The influence of pedagogical local history on
the construction of a distinctive individual-creative style of a new evolution teacher, as well as the
enrichment of historical and pedagogical heritage, was assessed analytically. The authors conclude
that evaluating the strategic resources of pedagogical local history, which could play a certain
reinforcing role in preparing a teacher for innovative pedagogical activities, based on the traditions
and historical experience of studying the region and understanding the modern problems of its
development, is of current importance. The Google Forms tool was used to conduct an online survey
of 235 instructors.