Motivational Factors of Formation of Professional Orientation of Future Foreign Language Teachers in the Modern Conditions

Author`s Contribution:

Gumeniuk N. I. 1 A
Poliarush V. V 1 A
Humeniuk- Chaus J. K. 2 A
A — Study design;
B — Data collection;
C — Statistical analysis;
D — Data interpretation;
E — Manuscript preparation;
F — Literature search;
G — Funds collection;
  • National Pirogov Memorial Medical University, Ukraine
  • Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Ukraine
Background and aim of study:
Nowadays, the motivational factors of forming a young specialist are the prerequisite and the key to his professional development, growth, orientation and competence. The professional characteristics include, first of all, the level of professional-theoretical, as well as methodological and practical training of the teacher. What are the requirements of modern educational institutions for teachers in general and foreign language teachers directly? Exactly in this task that the pedagogical orientation of the specialist's personality is manifested. Under the direction of teacher teaching meant, above all, his interest in educational work, the ability to do it, finding new methods and techniques of teaching, continuous training and proper use of active and interactive teaching methods. Orientation includes goals, motives and emotional attitude to the activity (love, pleasure and other needs). For today, the following basic parameters are distinguished in the pedagogical orientation: is pedagogical activity important for the teacher, is it not masked by other goals? Is the object of pedagogical activity significant? To what extent does the educator become aware of the possibility of correct pedagogical tasks? What are the difficulties in teaching profession and how are they overcome? How important is the level of satisfaction with professional activity? How does pedagogical orientation correlate with personality self-esteem, level of competence, character abilities, etc.? These questions are most urgently raised by young professionals who are just beginning their path of becoming pedagogical and teaching work. Motivation in the chosen profession depends not only on one’s own abilities, but also on the environment, the circle of communication, the priorities of the educational institution, the pedagogical abilities of the teacher, which is just beginning to become a specialist. By the ability to pedagogical activity means a certain combination of psychological and personal qualities of the teacher, which ensure the achievement of high results in teaching and upbringing. Pedagogical activity requires not only a special organization and certain skills but also a number of psychological characteristics that belong to the category of pedagogical abilities. Among them are the following:
Research methods:
The research is based on structural-logical analysis and generalization of scientific-theoretical sources devoted to solving a certain issue.
Traditionally, the educational process does not go beyond the scope of educational activities-practical, lectures, seminars, lessons, etc. The question of choosing the method of conducting the lessons lies in the area of responsibility and professional competence of the scientific and pedagogical worker. Specific learning situations are also diverse. In today’s context, the method of learning is defined as a way of interdependent and interdependent activities of the teacher and student, aimed at the realization of learning goals, or as a system of purposeful actions of the teacher, which organize the cognitive and practical activities of students and ensure the solution of the problem. There are about 50 different teaching methods: storytelling, conversation, work on sources, demonstrations, exercises, independent work, educational game, debate, etc. A special place in pedagogical work is the use of active and interactive active teaching methods. At the present stage of the development of the methodology of teaching foreign languages, special emphasis is placed on new trends in the selection of methods that are focused on the purpose of learning – the formation of the basic features of the linguistic personality. The material learned through such methods should be seen as a tool and a means of social interaction with communication partners. Today it is possible to distinguish the so- called non-traditional methods of language learning that have emerged in connection with the growing need for mastering a foreign language. Such methods include: the “community” method, the suggestive method, the full physical response method, the “silent” method, and the “continuous communication” method we propose.
Thus, the professional development of a young teacher is the most important period of his professional and personal development. The fundamental stage of this process is the stage of professional adaptation, connected with the practical entry into the teaching profession, inclusion in the system of professional activity. An important condition for the professional development of a teacher is the development of professional competence, the acquisition of pedagogical skills, mastering the forms, methods and means of pedagogical activity that contribute to successful creative work. With the development of new technologies, the use of modern active and interactive techniques has been the impetus for the emergence, implementation and improvement of non-traditional methods of learning foreign languages, which are becoming widespread and popular. Transition to innovative professional-pedagogical activity is possible only if a high level of pedagogical skill is achieved, awareness of the purpose, content and values of pedagogical work. The use of non-traditional teaching methods, including the method of “continuous communication”, is a significant motivational factor, an incentive for scientific and pedagogical search, a creative approach to the educational process, which is an integral part in shaping the professional orientation of future teachers of a foreign language.
DOI and UDC:
UDC: 378.016:81’243(045) DOI: 10.26697/ijes.2020.2.10
Information about the authors:
Gumeniuk Natalia Ivanivna – Lecturer at the Department of Disaster Medicine and Military Medicine, National Pirogov Memorial Medical University, Vinnytsya, Ukraine. Research interests: medicine, pedagogy of high school; Poliarush Vlada Volodumurivna – Assistant of Medicine of Catastrophes and Military Medicine Department, National Pirogov Memorial Medical University, Vinnytsya, Ukraine. Research interests: medicine, psychology; Humeniuk-Chaus Julia Konstyantunivna – Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Vinnytsya, Ukraine. Research interests: pedagogy, psychology;