Motivation of pedagogical activity, the Problem of...

Motivation of pedagogical activity

The problem of motivation of pedagogical activity

An analysis of the sources of human activity, the motivating forces that determine its behavior and activities, has always attracted increased attention of psychologists and is traditionally one of the most important tasks of psychological research. The question of what motivates a person for pedagogical activity, why he implements it - the most important problem of pedagogical psychology.

Motive, as noted in the 1980s. VF Lomov, is not just one of the components of activity, he acts as a component of a complex system - the motivational sphere of the individual. Under the motivational sphere of personality, he proposed to consider: "... the totality of her motives, which are formed and developed during her life". Motivational sphere of personality is dynamic, however, some motives are relatively stable. In particular, this refers to the dominant motifs forming the rod motivational sphere of personality. Change of dominant motives occurs only with significant changes in the conditions of life of the individual, other motives are variable, their manifestations depend on specific situations.

The basic methodological principle characterizing the research of the motivational sphere in domestic psychology is the provision on the unity of its two sides: dynamic (or energetic) and meaningful-semantic (LI Bozhovich, AN Leontiev, VN Myasishchev , S. L. Rubinshtein, V. E. Chudnovsky and others). LI Bozhovich and her students studied the hierarchy of motives in the motivationally-demanding sphere of the individual. Some motives, as studies have shown, occupy a relatively stable, dominant position, others are, relatively speaking, on the second, third and further roles. This hierarchy of motives in domestic psychology has traditionally been described using the concept of "personal orientation". The direction of the personality is revealed in the study of the entire system of mental properties and states of the individual (needs, interests, inclinations, ideals, value orientations, beliefs, etc.).

One of the fundamentally important theses, established in the domestic psychology, is the thesis about the poly-motivation of human activity. It is formulated in the works of a number of well-known domestic psychologists (LI Bobovich, VI Kovalev, BF Lomov, and others). BF Lomov wrote about the fact that the personality is not always motivated to activity by a single motive, there can be several. Then the activity acts as a poly-motivated.

Pedagogical activity, as well as any other - is politically motivated. Teacher, regardless of his individual, age and other characteristics are driven simultaneously by many motives. This raises certain questions:

- what are the main groups of motives that are most effective in pedagogical activity

- how different motives and different groups of motives interact with each other?

Considering the motivational and demanding sphere of the personality as a multi-level, relatively stable and dynamic system, one can not help noticing that a part of the motives is not recognized by the personality. But they can be very effective. SL Rubinshtein noted that consciousness is not a flat formation, some of its parts can be at different levels of development. Accordingly, the motivational phenomena can be at different levels of awareness - from clearly realized to involuntary and unconscious. In pedagogical activity, these laws act in the same way as in any other. From the point of view of effectiveness, the person is either indifferent to the motivation of activity or whether he is able to verbalize them.

In order to build a hierarchy of motives for pedagogical activity, their classification is necessary. One of the options for this classification is the "conscious/unconscious" we have already considered the motives. It is important from the point of view of understanding the functioning of the system, but it is not able to illuminate the content aspect of the motivation of the teacher's activity. The solution of this problem is presented in a number of works of well-known scientists who have received wide popularity (BG Ananiev, M. Argyll, VG Aseev, J. Atkinson, LI Bozhovich, AN Leontiev, M. Sh. Mahomet-Eminov, A. Maslow, GA Murray, J. Nutten, S. L. Rubinshtein, V. E. Chudnovsky, P. M. Jacobson, and others).

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