One of the reasons for the shortage of teaching staff in various countries around the world is the problem of attracting young staff to schools and their rapid dismissal. This situation actualizes the issues of studying the motivational bases for choosing a teaching profession. Tracking changes in students’ career choice preferences can be facilitated by monitoring students’ career orientations at different stages of their studies.
The study aims to explore the dynamics of career orientations of student teachers from universities of various types over a three-year period of study.
As a method of repeated research, the methodology for determining career orientations by Shein (adapted by Vinokurova and Chiker) was used. Analysis of the universities’ curricula was carried out to determine the characteristics of the educational process organization. With the help of a questionnaire, socio-demographic and motivational-professional characteristics of students were identified. Five hundred and four 3rd-year students from 6 universities of different types, who had already taken part in the first stage of the study in 2022, became participants in this study. The analysis of the obtained data allowed to identify the preservation of main career orientations (service, job stability and integration of lifestyles) among students. The convergence of the indicators of career orientations among students from different universities was established.
Keyword(s) : motivation
Measuring Motivation in Preschool Children: Validation of the Russian Version of the Child Behaviour Motivation Scale
The aim of this study was to validate of the Russian version of the Child Behaviour Motivation Scale (CBeMO). The tool is designed to assess learning motivation in preschool and primary school children. Fifty-nine educators participated in the study and completed the CBeMO scales individually for each child in the older groups with whom they had worked for at least 4 months. The total sample consisted of 754 children aged 5-6 years. An internal consistency analysis of the scales indicated a high level of unidimensionality across all scales of the instrument (“Task Orientation”, “Task Avoidance”, and “Social Orientation”). Confirmatory analysis confirmed the consistency of the empirical data with the theoretical model of the questionnaire. The actual structure of the data obtained on the Russian sample, as determined by factor analysis, except for one item, is identical to the original configuration of the scales. Therefore, no additional procedures are required to improve the Russian version of the questionnaire and no measures of cultural adaptation are required for the further use of the Russian version of the questionnaire. In addition to the assessment of psychometric properties, an analysis was carried out to determine the role of age, gender, intelligence and language environment in children’s learning motivation. The article presents the results of the analysis, suggestions for their interpretation, and promising directions for further research.
Formative Assessment as a Component of Internal Education Quality Assessment Systems
The article presents the results of research on the practices of formative assessment in modern conditions of development of internal systems for assessing the quality of education. The relevance of the article is related to the consideration of formative assessment in conjunction with the problem of subjectivity as a special result of learning.
The purpose of the article is to present formative assessment in terms of its impact on the cognitive competence of students and the promotion of educational content to interdisciplinary technologies.
The author’s scientific and theoretical conclusions are confirmed by the results of observation of a group of high school students in Moscow schools, for whom the principles and techniques of formative assessment were tested. The empirical experience of involving students in the educational discourse of formative assessment is represented by quantitative values processed using the statistical model χ2.
The novelty of the research consists in clarifying the concept of formative assessment and substantiating the corresponding component of internal systems for assessing the quality of General education as a priority direction in the implementation of General education programs.
The practical significance of the study is related to the confirmation of the effectiveness of formative assessment for the cognitive development of students.
Motivation of Student Teachers’ Professional Career
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.
The Principles of the Implementation of Gaming Technologies in a Blended Learning Environment in a Technical University
We formulated seven general principles for authors for the implementation of educational gaming
technologies in an engineering university based on descriptions in the literature. The principles
are ordered by their “importance” for the quality of the game model and systemic influence on
the student. These principles provide conditions for mastering educational material by resolving
problematic game situations. Conclusions are made about the effectiveness of the methodology
based on the principles. It was found that the role of the emotional component in the educational
process increases, the students’ independent work is stimulated, the quality of teaching increases,
and the teacher is freed from routine control operations.
Target Characteristics of Creative Young Professionals in the Field of Science and Higher Education
The article deals with the problem of rejuvenation of the staff potential in scientific organizations and
higher educational institutions through the selection and motivation of talented young specialists
to build their career trajectory in the field of science, high technology and higher education. The
authors provide a detailed description of the target characteristics necessary for successful work
in a creative environment. Based on original methods and building on the basic provisions of the
theory of motivational complex work activities and use of the MMPI diagnostic test, they define the
reference variant personality, and motivational profile of the scientist and compare it with the real
profiles of undergraduate and graduate students wishing or not wishing to continue their graduate
education with subsequent employment in a higher school or scientific organization. By logical
comparison of the reference and real profiles, the article came to the paradoxical conclusion that
people who are predisposed to scientific activity do not have aspirations to enter graduate school.
Those who are professionally unfit for scientific activity, on the contrary, tend towards graduate
school. Based on the analysis of the causes of this situation, a number of proposals for improving
the system of professional selection and motivation of talented young professionals are formulated
and justified. They are mainly related to the development of diagnostic tests for career guidance and
the use of the postdoctoral institute. The authors suggest that the implementation of these proposals
will contribute to the rejuvenation and strengthening of the human resources of higher educational
institutions and scientific organizations in the Russian Federation.
The principles of the implementation of gaming technologies in a blended learning environment in a technical university
We formulated seven general principles for authors for the implementation of educational gaming technologies in an engineering university based on descriptions in the literature. The principles are ordered by their “importance” for the quality of the game model and systemic influence on the student. These principles provide conditions for mastering educational material by resolving problematic game situations. Conclusions are made about the effectiveness of the methodology based on the principles. It was found that the role of the emotional component in the educational process increases, the students’ independent work is stimulated, the quality of teaching increases, and the teacher is freed from routine control operations.
Motivation in Teacher Education: The Forgotten Element and Its Snowball Effect
This research explores student teachers’ motivation to join teacher education and its relation to
their career intention to join the teaching profession. The qualitative study was conducted in the
English department of private and state teacher education in Indonesia. A total of 14 student
teachers (20-23 years old) took part in the interview. The findings show that most student teachers
chose Initial Teacher Education (ITE) because of external motivation factors such as the alternative
option of not being accepted at their desired faculty or following parents’ suggestions. Besides that,
considering the internal motivation factor, one of the common reasons students chose English
teacher education was the interest in English, which was also viewed as transferrable skills that
could be useful to many other job possibilities. The findings show that only a few of the participants
who prioritised their career to become teachers. The findings might contest the generalisation that
often associates student teachers’ motivation to join teacher education to become teachers. Even
though the assumption is valid to some extent, the nuances in the student teachers’ motivation
to choose teacher education might need to be considered, especially in the context when joining
teacher education is relatively easy because there is no high-stake test involved and teaching might
be perceived as an unattractive career intention. The findings also indicate that as motivation is fluid,
abstract, and hard to measure, teacher education overlooks this element in the admission process.
However, forgetting the importance of student teachers’ motivation in teacher education could lead
to a more severe problem in the quality of graduates and education in the long run.