Formation of positive professional motivation of bachelors of pedagogical education in the conditions of individualization of the educational process

The relevance of the topic of the article is due to the undeniable importance of the formation of professional motivation for the academic achievements of future teachers in the process of studying in higher education, their successful professional adaptation, and self-realization in the teaching profession. Individualization of the educational process through students building an individual educational trajectory (IET) of personal and professional development and education acts as a key factor determining the development of positive professional motivation of future teachers (freedom of choice of training courses, sources of information, methods and means of independent work that satisfy the need in autonomy, competence, affiliation). One of the forms of individualization of professional training of future teachers - undergraduate students is the organization of the educational process according to the “2+2” or “2+3” scheme (with two profiles), providing applicants with the opportunity to enter an enlarged group of specialties/directions (UGSN) with subsequent choosing the direction of training and profiles of the educational program after the second year. The implementation of the “2+2(3)” training scheme at the Moscow City Pedagogical University revealed that students have difficulties associated with undeveloped skills of independent work, self-regulation of educational activities, responsibility for their professional choice, etc., which indicates the relationship between the success of training students in IET with the development of professional motivation of students (interest in teaching activities, awareness of its social significance, activity, perseverance, perseverance in achieving goals, etc.). Purpose of the study: to develop the structure and content of tutor support for bachelors of pedagogical education, including motivational support for the implementation of IOT. Research methods: analytical review of domestic and foreign scientific sources, comparative analysis, generalization of results, design. Results. The structure of tutor support is formed by four interconnected stages formed in the educational practice of universities (information-diagnostic, design, organizational-technological, evaluative-reflective). At each stage, the tutor, in the process of subject-subject interaction with the tutor, selectively influences his motivational states (desires, interests, aspirations, intentions, etc.), motivating, directing and supporting the tutor’s activities in the process of designing and implementing IOT.

undergraduate students, positive professional motivation, individual educational trajectory, motivational support, future teachers