No 4 (2023)
COMPETENCЕ-BASED APPROACH IN SECONDARY AND HIGHER EDUCATION
The component composition of the modern engineer’s soft skills
Abstract
The concept of professional competence as well as the elements included in it were considered which made it possible to develop a visualization called «Components of professional competence». The roles and functions of an engineer in modern society were outlined and this served as the basis for the statement about the need to develop soft skills for successful professional activity in engineering environment. An analysis of scientific research, as well as a survey of students and graduates of technical university was conducted in order to clarify and update the list of soft skills demanded in the intellectual labor market in the field of engineering professions. The results of the analysis allowed to build a conditional hierarchy of the priority of soft skills for engineers today. The obtained data formed the basis for updating the competency model of an engineer (technical university graduate). The results of the survey made it possible to present a linear prioritization of soft skills for representatives of engineering specialties. The developed matrix of correlation between universal competences and soft skills clearly confirms the correlation of these phenomena and, as a consequence, proves the necessity of including (and developing) soft skills in university education programs at the theoretical level.
Pedagogical Review. 2023;(4):7-16
7-16
“Academic skills”: to the problem of concept assimilation in Russian pedagogical science
Abstract
The concept “academic skills” is gaining popularity in Russia. However, there are some issues from the point of view of its interpretation into Russian, its similarity to the terms in Russian methodological and pedagogical sciences and its assimilation and acquisition. Hence, it is difficult to determine the place of the concept “academic skills” in the process of training in the system of Russian tertiary education. Methods of theoretical analysis of English-language sources, including academic dictionaries (Collins, Oxford, Webster) have been used, as well as Russian sources in the fields of psychology, didactics and linguistics. Also, methods of comparative analysis, schemas to demonstrate the contents of different meanings of the term “academic skills” have been presented. The article deals with the definitions of the term “academic skills” given in English-Russian and Russian-English dictionaries, as well as with the usage of its. The use of Russian-language analogues of this term is being studied in methodological and pedagogical sciences. The conclusion has been done that in Russian pedagogical and methodological sciences this term can be used as “academic abilities”, “academic skills”, and “academic competencies”. It has also been suggested that it is important to determine a border between these concepts from the point of view of the level of the linguistic competence of students at non-linguistic majors.
Pedagogical Review. 2023;(4):17-23
17-23
Competence-Based Continuity of Meta-Subject Educational Programs of Secondary General and Higher Pedagogical Education
Abstract
The relevance of the research topic is due to the permanent transformation of the requirements for the quality of labor resources as a reaction of the economic system to the high dynamism of the development of productive forces, which provokes the continuous improvement of the competencies of workers, who are required not only to qualify, but also to be proactive in terms of optimizing the production process. This predetermines the focus of the education system on the formation of future specialists’ competencies of a meta-subject nature, reflecting the ability not only to fix and evaluate ongoing changes with subsequent adaptation to them, but also to make managerial decisions that are adequate to the current situation. The purpose of the study is to assess the competence continuity of various levels of education in the system “school-pedagogical university (bachelor’s degree - master’s degree)”. The article substantiates the concept of competency-based continuity as a qualitative sign of the dynamics of the process of forming these educational results and the results themselves. The introduction of the concept of “competence continuity” allows us to trace the change in the content of acquired skills, competencies at the junction of general and higher education, which ensures the formation of the meta-subject content of the future specialist’s professional readiness. It is also significant that competency-based continuity is not limited to the period of study, but continues in subsequent professional activities, thereby implementing the principle of continuity of education throughout life. The scientific novelty of the study lies in: substantiation of the content of the competency- based continuity of educational programs, due to both regulatory frameworks (FSES, Standards, etc.) and the evolutionary development of the acquired competencies in the course of implementing the professional skills of a specialist; presenting the characteristics of the evolutionary relationship of universal educational activities formed at the level of secondary education and universal competencies of undergraduate and graduate programs (based on educational programs of Tomsk State Pedagogical University). As a result of the study, the existence of competency-based continuity of the universal competencies of undergraduate and graduate programs of Tomsk State Pedagogical University, their logical connection with the universal educational activities formed at school, which indicates the effective organization of the educational process, has been established.
Pedagogical Review. 2023;(4):24-35
24-35
EDUCATIONAL ISSUES
Ideas of folk pedagogy in the field of a healthy lifestyle in the professional training of teachers of preschool and primary education
Abstract
In modern socio-cultural conditions, the demand for folk experience in physical education and the formation of a healthy lifestyle is increasing. Objectives of the article: to analyze the pedagogical baggage of folk pedagogy from the standpoint of ideas in the field of physical education and a healthy lifestyle, to identify the degree of students’ readiness to implement the ideas of folk pedagogy in the field of a healthy lifestyle, to adjust the content of academic disciplines with the inclusion of folk values in them in the field of a healthy lifestyle. The analysis of proverbs and sayings made it possible to single out several aspects of a healthy lifestyle presented in them: the importance of health, movement, nutrition in human life, the role of labor activity, the relevance of hardening. The article systematizes the main factors in the formation of a healthy lifestyle among the younger generation: practical (folk games), value-semantic (traditions and customs), verbal-normative (proverbs and sayings). In order to determine the readiness of students to use the traditions and means of folk pedagogy in the physical education of preschoolers and younger schoolchildren, a survey of 95 first and second year students of the full-time and correspondence departments of the Faculty of Pedagogy and Psychology was conducted in three profiles: “Preschool education. Primary education”, “Preschool education”, “Primary education. Additional education. The results of the survey made it possible to outline the directions for including the wisdom of folk education in the content of the professional training of future teachers. The results of the survey showed the expediency of including sections in the disciplines of vocational training that reveal the views of peoples on a healthy lifestyle, traditional folk means of physical education and the methodology for their use in kindergartens and elementary schools; raising the general cultural level of students in the study of the disciplines “Ethnopedagogy”, “Formation of a polyethnic culture of younger students”, regional culture.
Pedagogical Review. 2023;(4):36-44
36-44
Discussion practices in teen parents’ film club
Abstract
Teenagers’ parents experience objective difficulties in communicating with their adolescent children. They are in need for tools that can help to overcome the problems of teen-parent communication by developing the culture of experience in the child-parent relationship. Discussion practices used in a parent film club can be considered a resource that helps parents to discuss their acute problems in a safe environment, as well as to clarify possible solutions to problematic situations in their relationships with teenage children. The authors developed a methodology for club meetings, a film club program, and piloted it in 2020-2022. The following discussion methods are presented in detail in the article: polylogue, non-evaluating interview, amplification of meanings, «hat of questions». Examples of their usage are given. The results of the film club work were collected in a questionnaire. The generalized analysis of the feedback from participants is presented. As a result, we come to the conclusion that a group form of presentation of participants’ observations, emotions and reflections within discussion practices of a youth TV-series creates an effective basis for developing parents’ culture of experience. The condition to achieve this result in a film club is creating a common problem-semantic field of a group for a film, which is possible through suggested discussion practices.
Pedagogical Review. 2023;(4):45-59
45-59
Meaning of music in forming of artistic picture of the world and spiritual world of person
Abstract
The article outlines the problem of ensuring the orientation of modern general education towards the harmonious development of the individual by achieving balance in curricula between subjects that form the scientific and artistic worldviews is outlined. The necessity of overcoming the underestimation of school subjects of the aesthetic circle in the spiritual formation of the personality is substantiated. The typical features of scientific and artistic knowledge are considered, the significance of each of them in the formation of a holistic picture of the world is substantiated. The definition of the artistic picture of the world as a specific form of reproduction of objective reality in the artistic images of different types of art is given. The ideological aspects of music, its significance in the development of the possibilities of perception and re-feeling of the musical context, in the emotional-intellectual, artistic-creative, spiritual development of children are considered. The data of a questionnaire survey and essays of schoolchildren on the importance of music in their lives, conducted at the end of the seventh year of study, are presented. The presented results make it possible to judge the professional skills of the teacher and the existing system of working with children in a general education school, in which the musical theme occupies a serious and important place in education.
Pedagogical Review. 2023;(4):60-67
60-67
Value texts in the school space. How Chinese schools develop the pursuit of the “Chinese Dream”
Abstract
In the modern educational field, there is a question about the importance of educational programs in the school environment. One of the tasks of educational policy is to establish the process of transfer and assimilation of values by school students. Educational policy in China is expressed in the text of the state program “Chinese Dream”, which serves as a mechanism for building a single value space in Chinese society. The purpose of the study is to analyze the phenomenon of value texts in the space of the modern Chinese school, related to the value orientations of development and education set out in the program “Chinese Dream”. Identification of readiness to use the technology of value texts in the space of the Russian school. The scientific novelty consists in identifying the characteristic features of value texts as a socio- cultural phenomenon in educational practice, common in Chinese schools; and in a detailed study of the implementation of the national plan “Chinese Dream” in the educational sphere. Research methods: phenomenological approach and content analysis of value texts in the school space (n= 107), ascertaining research among school principals (n=66). A s a result of the study, it is proved that the values of modern Chinese society are unevenly represented in the spaces of Chinese schools. The solution to this problem can be the creation of methodological recommendations for school principals with multicultural sources of value texts for school spaces.
Pedagogical Review. 2023;(4):68-79
68-79
The concept of a prosperous and safe childhood: the essence, problems, recommendations for parents
Abstract
A comparative analysis of two methodological approaches to understanding childhood is made: childhood as a preparation for adulthood and childhood as a unique and self-valuable stage in a person’s life. The root causes of the appearance of each of the approaches are highlighted, it is proved that the implementation of the first approach leads to total authoritarianism in the interaction of adults and children. The necessity of the second approach as a theoretical basis for a prosperous and safe childhood, which can be interpreted as a subjective and “involved childhood”, is substantiated. The main task of an adult is to involve a child in different types of activity and create the most saturated educational environment for his development. The problem of the correlation of independence and activity of the child with the need of an adult to protect guard against any danger is set. Methodological recommendations for parents of preschoolers and primary school children are formulated. These recommendations relate to aspects of conscious and responsible choice, the organization of independent actions of children, including when doing homework on a textbook, the implementation of dosed assistance and effective feedback from parents to children. The conclusion is made about the need to move from pedagogy stimulating to adulthood development to pedagogy that simultaneously enriches the development of the child and preserves the specifics of childhood, from total authoritarianism to the reversed and open joint action of an adult and a child both in the family and in an educational organization.
Pedagogical Review. 2023;(4):80-86
80-86
EDUCATIONAL TECHNOLOGIES AT THE UNIVERSITY
Peculiarities of implementing additional professional training programs of hybrid format in the context of teacher professionalism development
Abstract
The aim of the study is to identify the pedagogical conditions for implementing additional professional training program to develop the professionalism of a program attendee by means of hybrid educational environments. Scientific novelty of the research consists in generalizing the experience of Tomsk State University and Tomsk State Pedagogical University in the design and implementation of pedagogically-biased additional professional training programs based on the actualization of the developmental potential of hybrid educational environments. Approaches to the design and implementation of additional professional training program, providing professional-subjective inclusion of the program attendee, are proposed. Pedagogical conditions, which develop professionalism of program attendees of additional professional programs by means of hybrid educational environments, are outlined. As a result, the additional professional training program, implemented in hybrid educational environments, is proved to act as a means of professional development of an attendee-teacher and provides the formation of a new group of competencies related to the productive implementation of professional activity in hybrid educational environments, such as: the ability to design an educational course taking into account its delivery in hybrid educational environments; the ability to deliver an educational course in hybrid educational environments; the ability to assess an educational course delivered in hybrid educational environments.
Pedagogical Review. 2023;(4):87-95
87-95
Features of the implementation of distance education at universities in China
Abstract
The article reveals the natural features of the implementation of distance learning in modern China. It shows the contribution to the development of digital media research and digital resources in vocational education. The author summarizes the information presented in the works of foreign and national researchers in order to clarify the prospects for applying the experience gained in China in the framework of higher education in Russia. The theoretical significance of the research coincides with the disclosure of the factors that ensure the progress of higher education in China. These factors include two fundamentally important trends found in modern China. The first of them relates to the desire to establish control over the implementation of innovative transformations in education by the state. The second trend is related to the progressive decentralization of management methods implemented in China regarding the delegation of authority for the development of distance and open education to the level of local authorities. Thus, the moment of inconsistency accompanying the functioning of educational systems in modern China is highlighted. The way out of this problematic situation is seen in the framework of the support of the state authorities on the initiatives of civil society, which serves as a support for the implementation of the state educational policy. As a result, the research allows concluding that the innovative development of higher education leaves an imprint on the transformation of Chinese society as a whole. The prospects for transferring the experience accumulated in China show the need to eliminate the most problematic moments and borrow only positive developments that help to give a new impetus to the Russian higher school and expanding the mechanisms of its interaction with friendly foreign partners.
Pedagogical Review. 2023;(4):96-103
96-103
The role and tools of the tutor in the research work of students of universities
Abstract
The connection between the actualization of individualization of the trajectories of students with the introduction of Bologna system of education and the new requirements of the labor market was proved. Further, the practical significance of the tutor in scientific work was substantiated. A lacuna in the study of scientific tutor in domestic and foreign practices was indicated. There were highlighted essential features of the tutor, and the understanding of the tutor as a medium between the student and society. The tutor’s goal is not to satisfy the individual needs of an individual student, but to bring him in accordance with certain ideas and ideals of an educated person. As a result of this definition of the tutor, several tools are presented. The selection of tools was made on the basis of tutor’s characteristics. The author tested these tools during his work as the deputy dean for scientific work of the faculty. The first tool was an individual scientific development plan, in which students formulate their shortand long-term plans. The second tool was roadmaps, which are needed in order to present students with possible ways to develop their academic and scientific careers. Another tool was to support the work of the scientific student community. As a result, the problem of scaling this practice is indicated.
Pedagogical Review. 2023;(4):104-111
104-111
Features of the organization of training of future teachers by means of blended learning (on the example of the course “Physical Education”)
Abstract
In the process of informatization and networkization of the Russian society, the process of formation of a modern national educational system is underway, an integral part of which is the system of training teachers. The article systematizes individual theoretical ideas of the formation of modern pedagogical education. The thesis is proved that the use of modern methods of organizing the educational process and blended learning in professional pedagogical education, in particular, provides an increase in the level of subjectivity of the future teacher, leads to an increase in the flow of information that students need not only to accept and understand, but also process and apply. in future professional activities. The features of the organization of the educational process in a pedagogical university when using a mixed model of organizing the educational process in physical culture and elective courses include: 1. The possibility of conducting training sessions and elective courses in physical culture and online, using the university’s remote portals, which involves independent work of students with consulting support of teachers and evaluation of their work. 2. The use of backup channels and means ensure continuous communication and support for the stability of the educational process. 3. The cyclic construction of educational activities for the study of each topic has a clear algorithm and planned results of each stage of its organization, which determines the possibility of entering individual educational trajectories, including using online learning. 4. A feature of the individual rotation model is the organization of activities at the stages of quasi-independent and independent activities, which changes due to internal differentiation, but becomes more flexible due to the zoning of work stages when using blended learning. The use of blended learning in the process of preparing a future teacher, evaluating the effectiveness of mastering the course, involves the formation of skills for independent work of students, increasing the level of organization and intensification of the educational process, activating the work of faculty and students to update and improve the content and methods of teaching, etc.
Pedagogical Review. 2023;(4):112-119
112-119
PSYCHOLOGY
Potential and peculiarities of structural-level organization of professional pedagogical thinking
Abstract
The currency of the survey is occasioned by the fact that consideration of the professional thinking as a resource, demands widening of apprehension of it as a metasystem, which includes cognitive, metacognitive, personal and resourceful and behavioral components. The data of the research of professional thinking of preschool teachers (n = 70), supported by a metasystem approach, has been presented in the article. The peculiarities of structural-level organization of pedagogical professional thinking on a systemic level have been defined: it has been concluded that teachers, who work with preschool children, represent all the levels of professional thinking, simultaneously they more often make situational decisions with suprasituational direction (in 1/3 of cases) and exactly this level has been characterized as more organized structurally compared to others. The similarities and differences of professional thinking depending on specialization and location of a preschool educational establishment have been evolved (partially in the qualities of suprasituational thinking and metacognitive characteristics). It has been established that there is a partial connection between components-subsystems of professional pedagogical thinking: the suprasituational level of thinking is related to self-actualization, self-management and self-interest involve behavioral flexibility and creative solutions of problem situations, self-confidence is positively combined with metacognitive characteristics and comprehensiveness of analysis of a problem situation. The conception of potential of professional thinking, new for psychological and pedagogical science, has been suggested. The results obtained can be used in preschool education towards achieving performance indicators of educational activities.
Pedagogical Review. 2023;(4):120-130
120-130
The origins of difficulties in the work of a practical educational psychologist and ways to overcome them
Abstract
The article raises the problem of difficulties that are increasingly often encountered by psychologists who provide psychological assistance in educational institutions. The author focuses on the origins of such obstacles and possible ways to overcome them. Based on the analysis and comparison of the texts of various publications (from legal and regulatory documents to the text of special studies), the author’s understanding of the main sources of this kind of difficulties that are increasingly experienced by practical psychologists of education, their possible causes, as well as ways and means of overcoming them are indicated. The study conducted by the author showed that the main causes of difficulties in the work of a practical psychologist of education are: 1) regulatory and legal; 2) methodological; 3) educational; 4) personal (personal-professional). The author’s vision of those ways and means that can help to overcome them is presented. As such, the following stand out: a) the definition of those characteristics of the activities of psychologists that should be the main ones in the Federal State Educational Standards and PS, in regulatory departmental documents on the activities of a teacher-psychologist; b) overcoming the “methodological chaos” in understanding the essence of practical psychology, creating a professional and scientifically correct understanding of the content of both the most practical psychology in the field of education and the main types of work of a practical psychologist of education; c) normative consolidation of the place and role of the individual in this profession, specialty.
Pedagogical Review. 2023;(4):131-140
131-140
Interactive simulator as a means of formative assessment
Abstract
The article shows that in the current situation of the development of the education system, new assessment methods are needed that favor the implementation of the principles of dynamics, development and accumulation of experience, expansion of educational results by students. Formative assessment turns out to be a very effective technology, as it is one of the options that is applicable when teaching at different levels of education, specialists of different profiles; promotes the development of personality and activity of participants in educational relations, as it is built on the principle of feedback. It is noted that the principle of dialogism maximally meets the tasks that teachers and teachers of higher education have to solve in the conditions of the new Federal State Educational Standards. The results of the use of interactive simulators for the formation and assessment of the level of development of universal pedagogical competencies developed by the author’s team are shown, which allow us to say that there are no differences by region, do not depend on the contingent of students and the qualifications of teachers, which is an indicator of their stability and reliability. Significant differences in courses, which allowed us to deduce a pattern in increasing the decision time and, accordingly, higher scores from the 1st course to the 4th, allows us to talk about the possibility of the simulator to track the development of the competence of future teachers, the formation of their responsibility and a more serious attitude to pedagogical situations. Thus, interactive simulators are an effective means of formative assessment, because they are interactive, contain feedback, and they also contain elements that motivate students to further professional development.
Pedagogical Review. 2023;(4):141-152
141-152
Types of subjective riskogenicity of students in the context of psychological resilience to the sociocultural risks of the educational environment
Abstract
The relevance of the study is related to the increasing cases of various destructions in the interaction between students (bullying, cyberbullying, addictive behavior, armed attacks), which are considered as variants of students’ maladjustment as a result of deep sociocultural transformations in society. The purpose of the study is to present the author’s classification of the types of subjective riskiness of students based on the analysis of their psychological resistance to the socio-cultural risks of the educational environment of the school and to describe them in the context of personal characteristics. The study sample consisted of 3232 students of secondary schools of the Republic of Tatarstan aged 12 to 16 years. Students who voluntarily agreed to take part in the study filled out in writing a bound questionnaire, which included the author’s methodology “Index of socio-cultural safety of a schoolchild” and “R. Cattell’s 14-factor personality questionnaire”. The study was conducted anonymously, the respondents were required to indicate their age and gender. Statistical research methods are cluster analysis, comparative analysis (Student’s t-test), descriptive statistics. The subjective riskogenicity of students is considered from the standpoint of the problems of psychological resistance to the sociocultural risks of the educational environment, which determine the complexity of interaction in the “subject-contextual” system of the educational environment. The author’s typology of subjective riskiness of students is presented: vulnerable type, disintegrated type, maladaptive type, autistic type, adaptive type. The specifics of students’ personal characteristics are described depending on the type of their subjective riskiness. Conclusions: the hypothesis was confirmed that students with problems of psychological stability, constituting a certain type of riskiness (autistic type, disintegrated type, maladaptive type, vulnerable type), in contrast to the adaptive type, have characteristic personality traits that cause the complexity of interaction in the “subjectively -contextual” system of the educational environment. The maladaptive type is distinguished by impatience and the desire to dominate. The disintegrated type characterizes social courage and reduced sensitivity to threats. The vulnerable type is characterized by depression, anxiety, sensitivity to acceptance in the reference group, increased frustration, and the autistic type of students is characterized by reduced responsibility, determination and self-control. Practical application of the results. Identification of the type of subjective riskiness of students opens up the possibility for the individualization of the educational process and the implementation of timely preventive measures to prevent the socio-psychological maladjustment of children and adolescents.
Pedagogical Review. 2023;(4):153-161
153-161
Values, life orientations and life satisfaction of parents raising children with disabilities
Abstract
The number of children with disabilities is growing every year. The appearance of a child with disabilities in the family leaves an imprint on the state of the parents, instills in them anxiety and fear for the future of the child. In such families, disintegrating social processes are observed that do not contribute to the successful socialization of children with disabilities. At the same time, the family can be considered as a resource in the development of a child with disabilities. Considering that many parents raising children with disabilities have typical features, a study was conducted on the psychological characteristics of parents: values, life orientations and life satisfaction. The following methods were used: The Life Satisfaction Scale (E. Diener; adapted by D.A. Leontiev, E.N. Osina); “Portrait Values Questionnaire-Revised” (Portrait Values Questionnaire -Revised – PVQ-R; Sh. Schwartz et al.; modification by K.V. Sugonyaev), where we examined the meta-values of “Openness to change” and “Saving”; Test of life orientations by D. A. Leontiev. The results of the study indicate that the values, life orientations and life satisfaction of parents raising children with disabilities differ significantly from similar psychological characteristics of parents raising healthy children. Parents raising children with disabilities need psychological and pedagogical support, they need comprehensive, targeted psychological assistance. The results obtained are of practical importance and can be used by specialists in designing programs of psychological and pedagogical support for parents raising children with disabilities.
Pedagogical Review. 2023;(4):162-169
162-169
Social portrait of the psychological well-being of student youth
Abstract
The biopsychosocial model of mental health, mental disorders and psychological well-being is the modern model adopted by the psychological and medicine practice. Scientific theories concerning various aspects of human being consider the determinants of any process as the unity of biological and social. The purpose of the study is to form a social portrait of the psychological well-being of students in the Tula region. The SCL-90 test scales were used as parameters for assessing psychological well-being; as parameters characterizing the social portrait - social status (a student from a large family, an incomplete or low-income family, a student with a disability or chronic disease, a student with family and children, a student left without parental care). The study involved 1363 students of universities in the Tula region aged 17-24 years, of which 1068 female, 295 male. Monitoring was carried out during the fall of 2022. Conclusions: the presence of social status does not imply, but does not exclude low indicators of psychological well-being. Differences in the psychological well-being of students depending on the social status were revealed. Students from large families are twice as likely to demonstrate a low level of psychological well-being than a high one; students from single-parent families are three times more likely to demonstrate a low level of psychological well-being than a high one; students with disabilities or chronic diseases are significantly more likely to demonstrate a low level of psychological well-being than a high level; orphan students are twice as likely to demonstrate a low level of psychological well-being than a high one; students from low-income backgrounds are three times more likely to have a low level of psychological well-being than a high level. The results obtained indicate the expediency of social and psychological support for students of these social groups, and, first of all, students with chronic diseases or disabilities.
Pedagogical Review. 2023;(4):170-178
170-178
Motivation of professional activity of employees of enterprises with different work experience
Abstract
Today, each enterprise is a unique system, the effective and high-quality functioning of which depends on the coherence in the work of all its elements. According to a number of psychologists and researchers in the field of management, such functioning is more determined by both the level of professional competence of employees of the enterprise and their motivational attitudes for professional activities. In this regard, one of the main tasks of the head is the understanding of the motivational sphere of employees and the features of its formation in order to build effective interaction and management with a prospect of further increase in labor productivity and increase the competitiveness of the enterprise. To identify the features of the motivation of professional activity of employees of enterprises, 2 methods were used: the questionnaire “Motivation of professional activity” by K. Zamfira (modified by A.A. Rean) allows you to determine the structure of the motivational complex of the personality and the questionnaire of I.G. Kokurina “Dictionary”, which allows diagnosing the semantic orientations of employees of enterprises, as well as identifying the semantic motives of professional activity. Diagnostic tools are due to the peculiarity of enterprises and the possibility of a comprehensive study of the motivation for professional activities of their employees. The study involved 126 employees of Belgorod enterprises. In order to identify the dynamics of changes in the types of motivation and content motives of the professional activities of enterprises, depending on the length of service, we divided the sample into 5 groups: 1 group consisted of employees whose professional experience is less than 5 years, 2 groups - employees with experience from 5 to 10 years , 3 groups - employees with experience from 10 to 15 years, 4 groups - employees with experience from 15 to 20 years, 5 groups - employees with experience over 20 years. During the study, it was revealed that most employees of enterprises are dominated by external positive motivation and resulting orientation towards professional activities. The results of a comparative analysis made it possible to conclude that there are differences in the types of motivation and types of semantic orientation of employees depending on the experience of professional activity, namely: the more experience, the more pronounced the internal motivation over external and procedural orientation over the resulting.
Pedagogical Review. 2023;(4):179-190
179-190