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The formation of the motivation of future specialist in socio-humanitarian field toward fulfilling their professional activity by means of volunteering

100%
Sokolova T.
Scientific Bulletin of Chełm - Section of Pedagogy
|
2014
|
issue 1
83-86
EN
The article explains the meaning of the volunteering for the professional development of future specialist in socio-humanitarian field. The author draws readers’ attention to the formation of students’ professional orientation as a dominant component of students’ professional development. The article also presents the main characteristics of the motivational sphere of future specialist in socio-humanitarian field, and reveals their essence and significance for students’ professional development. The author indicates that the formation of the motivational sphere of students of socio-humanitarian field, as well as their interest in the specialty they are training, and their conscious and effective participation in their future professional activity becomes possible due to their direct participation in volunteer activities.
2
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Motivation factors of adult learning

75%
Lukianova L.
The New Educational Review
|
2016
|
vol. 44
223-229
EN
Motivation is the driver of adult learning. The paper reveals the importance and peculiarities of adults’ learning process. There has been analyzed the impact of external and internal factors on the efficiency of adult learning; various approaches to the typology of intrinsic motivation are presented. The author has also considered the components of motivational sphere (emotional aspect, the set aims, the ability to learn), which can significantly influence the level of adult learning motivation.
3

СТРУКТУРНО-ЛОГІЧНА МОДЕЛЬ ТЕХНОЛОГІЇ КОНТЕКСТНОГО НАВЧАННЯ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ

63%
Желанова В.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
|
issue 8(42)
187-196
EN
In the present article the etymology of the term «model» is presented, the qualities of the model (relevance, the similarity of the original system, commitment, distraction, abstraction of some parts and the system parameters of the original, representation, extrapolation are stated. There are certain characteristics of the phenomenon: its correlation with a particular object or process reality; schematic; convenience for review or manipulation; always create man; opportunity not referring directly to the original, to make that ideal action to investigate its properties and present them in a visual way. The represented model of contextual education technology of a future primary school teacher is shown in the schematic of the structure and logic. The author determines the purpose technologies associated with the formation of the aggregate reflective constructs of primary school teachers (productive purpose), with a professional context modeling within-reflexive contextual environment (procedural purpose). The analysis of the conceptual part, based on the reflective paradigm of education as poly-paradigmatic synthesis of cognitive, personal, semantic paradigms of education as well as systematic, axiological, acmeological, active, subjective, contextual, reflexive, technological and environmental approaches of a task. We consider the content of the proposed technology, containing a structural component (holistic professional experience of a primary school teacher) and a dynamic component (the transformation of motives reflex genesis, sense genesis, subject-genesis). It deals with the procedural part of the technology under adaptive-technology, simulation and technological and vocational stages of the process and its pedagogical tool and as a combination of simulation non-simulation (gaming and non-gaming), organizational learning context type and techniques of bilateral presentation of the material, which is discussion, dialogue, polylogue. The practical implementation of learning technology context of a primary school teacher in a reflexive context-university educational environment as multi-system conditions, namely, external and internal, objective and custom designed are reflected. It is proved that the qualitative characteristics of reflexive-context environment is immersive presence, interactivity. It is shown that the implementation of technology learning is a contextual formation of the reflective competence and reflexive deterministic constructs, which are the motivational sphere, meanings, professional subjectivity of a primary school teacher.
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