Schoolteachers have power that prime ministers can only dream of, said British Prime Minister Winston Churchill. It would seem that power is a sweet pill that the most ambitious strive for. What is really going on? How many people dream of becoming a school teacher? Do they have school teachers the status of the powerful of this world, do they wear a halo of prestige?
We could not resist and decided to talk with several students of various pedagogical universities our country. They were asked about teaching, about their own school experience, about what their alma mater teaches them and what they think about Russian education.
They have a word.
I am now in my fifth year (thank all the Gods that he is the last). I will look for another job where I can apply the knowledge gained over these five years, as a last resort, I will be engaged in creativity. For example, I really love needlework.
In my opinion, teachers now have less rights than students. All that a teacher has the right to do is somehow motivate children to study.
But what if the child does not want to study and the parents gave up on him?
Nothing will help here: neither expel from the class, nor put a deuce for bad behavior, nor scold. Children themselves understand this, become impudent and spit in their eyes. There is no such thing in private and elite schools, but in ordinary average schools there is real chaos.
The federal state educational standard is a little crazy, practicing teachers themselves say that this system is just a utopia - good in theory, but extremely difficult to implement. What does GEF mean? The student is at the center of learning. The teacher pushes away from the student. The student wants to move on. Where did you see a dozen students with a burning zeal for learning? Only units. In this case, the teacher should create a supportive learning environment in which, ideally, children will suddenly have a desire to learn.
But in practice, it turns out that the tools that were provided to the teacher for the implementation of the Federal State Educational Standards make it necessary to prepare for only one lesson for at least a couple of hours (even for an experienced teacher). This system is not only not perfect, it is weakly working. And many teachers and educators are just waiting for new changes in the education system when the new broom comes along.
I entered the pedagogical school simply because there were many budget places and there was no excitement. Back in the 9th grade, I decided that I would study philology: I always liked to read and therefore I chose literature - you can create there, and, of course, I love the Russian language, its history, conciseness and at the same time breadth. When I entered and studied for a year, I realized with pride that there is absolutely no corruption at our faculty. Our teachers do not take bribes and always ask not to bring flowers to the exam. I understand it this way: firstly, they are writers and Russianists, and such people cannot be spiritually uneducated. After all, bribery is low and vile. Secondly, many of them are middle-aged and older, that is, they were brought up in the USSR, and then they raised real conscientious, honest members of society.
In the 4th year they went to practice, it was at first passive, that is, they listened, and then analyzed the lessons of teachers, and then there was an active practice, in which they themselves tried themselves as teachers. The first active practice was the practice in Russian, it takes place for all students in the middle link (grades 5-8), in the 5th year, at the beginning of the year, there was a practice in literature in the senior link (grades 10-11). Everyone had a lot of impressions from the practices, well, this is natural.
It's a wonderful feeling to be addressed by your first and last name.
In fact, I am a vocal teacher, vocal artist, performer of folklore works, Russian romances and author's works of the 19th-20th centuries, head of a folk choir.
I have been interested in music since childhood. I was very good in the school choir, so the music teacher advised my parents to send me to a music school and I entered the piano class. To be honest, I still have no idea how it is possible to teach piano correctly: you either learn pieces or not, and the teacher only corrects your playing.
I never spent more than two or three hours at school. A couple of times a week I went to a specialty, from which there was still some use, once to the choir, where either military songs or children's songs, which, as for me, have already got everyone.
I have nothing against military or children's songs, moreover, I love some very much, but how boring it is to sing them. Well, why perform "Smuglyanka" for the hundredth time? The repertoire is very narrow, as a rule, something modern is missing. As a result, I subsequently abandoned the choir altogether and went to study pop-jazz vocals. Once a week I went to solfeggio and musical literature. Needless to say, they were taught no less boring: a dry presentation of facts. I barely made it through class. And I'm not the only one. I assure you, absolutely no one was interested in hearing all this.
Overall, educational process caused incredible boredom, and soon it became unbearable. From that moment on, I constantly skipped classes and came up with some incredible stories about why I missed them: I got stuck in the elevator, stayed at school, flew to the moon, so I missed class, Zhanna Vladimirovna.
I remember that from school we sometimes went to competitions, even abroad. True, they often had to pay themselves, but that suited everyone. In general, competitions are a useful thing for developing yourself as a future concert artist, but I still don’t like competitions. It seems to me that creativity is not a sport and you do not need to be the first here. I prefer festivals.
They weren't allowed to play something modern, we don't develop such a direction at all, they constantly palm off Bach and Mozart. What I liked most of all was composing my own music, and not performing classical etudes for the hundredth time.
I just had to accept it, but I never rebelled, never begged to be allowed to play something modern or original in the exam, I just reluctantly did what they said, and at home I composed a variation on the theme of the work.
In general, if we talk about the music school in Russia, I can bear a few basic problems.
- Firstly, this is the lack of an adequate theory of teaching music to children and (or) people who can present material to them in an interesting way. I think it would be right to give children more of modern music (even popular, mass), and then consistently move on to the classics, to more complex things. In my music school, no one needs you to be interested. Teachers dryly present information and wait for a response that simply has nowhere to come from, it is difficult to perceive the knowledge that conveys to you by the methods “I told you, even if it’s not interesting, even if creative activity your job is to learn."
- Secondly, the total lack of musical taste among teachers, as a result of which the lack of it among students. Don't be surprised if you see a person who can play the piano brilliantly, but still listen to second-rate, mediocre music. I'm not kidding. This happens even in institutes, schools and colleges. It's everywhere. And this is the worst thing, that such people - musicians - have just a monstrous musical taste and are completely unable to properly analyze music. It seems to me that a music school should be a pioneer in educating children of good musical taste, but if even teachers do not have it, then it's just nuff said (sic).
- Thirdly, there is a huge lack of modern music in the programs of classical music schools . And this also comes from the lack of musical taste and knowledge about modern music. People have a very narrow circle of knowledge, speaking about modern musical art. It is difficult for them to perceive something new, there are many conservatives among musicians. It is easier for them to take Bach in the library than to download the sheet music of some modern composer from the Internet (and they have no idea about these composers). What to do with it? Don't know. You can't instill musical taste and the habit of analyzing music in everyone.
I chose this university because it is not far from home, and I chose the profile because I did not want to receive only a linguistic education. It seems to me that it will be more difficult with employment, but together with the pedagogical one, I will definitely not be left without a job. Those who know English and can teach will not be left without a crust of bread in the next thirty years.
Now I am engaged in tutoring, but before that I had experience of practice in primary school. I got positive impressions there, everyone in the elementary school is so obedient and nice, except that there was too much paperwork: reports, lesson scripts, portfolios… I was tired of this. When I went to practice, I thought to take a break from studying, but it turned out the opposite - when it ended, I breathed a sigh of relief.
Yesterday I tried to explain to my fourth-grader younger brother the topic of English that they are currently studying. Something came to him, but he's an excellent student. It turns out that since he did not master this material, then the majority in the class did too. Now many parents resort to the services of tutors, because their children do not understand English at school and do not have time.
Maybe I'm wrong, but this is how I see education in our country today: in our schools English is taught incorrectly. A teacher cannot teach a child to be fluent in a language in 2 hours a week. Even if it is a very talented, intelligent and child-loving teacher and a capable student. The result is natural: the average graduate of a general education school cannot use the language after 9-10 years of study!
For the same reason, it is too early to do English compulsory subject- most of the students will fail him, and the poor teachers will simply go crazy.
As far as I know, a unified teaching methodology in English, which, for example, was in the Soviet Union, is not now in Russia. As an educator, I consider learning English not a purely personal matter, but a completely natural part of it. modern education. Undoubtedly, it is better to study in a language in language environment where it happens faster. Plus, do not forget that everything in a person's life depends on him. Many people make up for their lack of natural ability with hard work. Although they are not over-gifted, hard work sometimes helps them achieve even greater results. Therefore, I think that you should not shift the responsibility to others if something does not work out for you.
Our educational programs must change. Universities are not yet able to train a professional, since they only give students educational competencies, not professional ones, and the diploma indicates the level of educational qualification without reference to professional activity. It is necessary to adjust the programs and the requirements of a particular labor market.
Or, for example, in the process of development educational program the student needs to study the compulsory disciplines and choose elective courses, at will, by gaining the required number of credits (a term that is used in modern Western education systems and denotes the assessment of knowledge). The question is, why can't I study more than the amount of credits?
It would also be great to involve people who have successfully proved themselves in the profession and have achieved success in the seminars, so that they share their experience. Basic knowledge, of course, is necessary, but life is changing and students need a modern vision of their future activities. In practice, this is difficult to do, since employees do not have a clear benefit and time to dedicate students to work.
I would introduce more oriented electives, for example, how to pay taxes, how to register an inheritance, and so on. Etiquette is a must. I would also like to give students an additional specialty that would help them get settled in life, in case they cannot get settled in their main specialty.
Also, students cannot work full time, so food and office supplies could be free.
Soviet education was considered the best in the world, I don’t know if it was worth lowering it to the European level. Take, for example, the Bologna system, which our country joined in 2003. On the one hand, it helped to create a single educational space for us and European countries, and now our country's graduates can study abroad. On the other hand, huge amounts of money were spent to modernize our system of higher education, which, in my opinion, did not live up to expectations. And we must not forget that the Bologna system sets very strict requirements for the process and content of education, as a result of which students' motivation for learning has decreased, and teachers have been placed in a strict framework.
Because of Bologna system our employers still don't understand the relevance of degrees, for them a bachelor's degree is an unfinished higher education.
At one time, there was a lot of talk about equating the bachelor's degree with a specialized secondary, although the supporters of this system assure that the levels of education (bachelor's, master's, postgraduate) are completely market-oriented. But in fact, employers are not sufficiently informed about the levels of training of specialists.
The main duty of any teacher is to create a comfortable atmosphere in the classroom, otherwise it will not be possible to clearly convey information. And whether the student uses this knowledge is his own business. If a student does not have high expectations for himself and his studies, then he usually ends up with triples in his diploma and, I think, in this case the teacher is not responsible for this. At school, the situation is a little different. Teachers have more responsibility for children, because it is still compulsory education. Adults come to universities for additional knowledge, who decide for themselves how and in what form they will receive it.
In my opinion, diploma grades are important if a person wants to continue their studies abroad. For example, in Germany, very high passing scores are set for a diploma obtained in Russia, and highest mark there is only one there. That is, a person who has a bachelor's or master's degree with triples will not be able to study abroad. In Russia, everything is different, our employers do not pay much attention to grades, work experience, knowledge of the language, computer skills, and manner of communication are important for them.
The foundation is laid while studying at the university future career, the student enters into new contacts, gains experience of professional interaction. The requirements for a modern graduate of a pedagogical university are quite high.
All skills are divided into two categories.
The ability to learn is an important component category of the teaching profession. Today, the rate of obsolescence of knowledge is higher than before, so they require constant updating. The ability to learn is manifested in the ability to organize your time, plan and control your academic work, organize the search for the necessary information, choose appropriate methods, establish mutual cooperation. It is also the ability to make decisions about one's own learning process and self-motivation.
The educational process at the university includes theoretical and practical classes. Theoretical classes mainly include lectures, practical classes include seminars, workshops, laboratory works and practical training or production. Do not underestimate the importance of lectures and try to master the material on your own. The teacher can choose the right material and present it in the right context.
Studying at a pedagogical university makes it possible to be immediately inside pedagogical process. At the same time, acting simultaneously as an object and subject pedagogical activity. The process of learning in a pedagogical university in parallel is a moment teaching practice. Here there is an opportunity to analyze the educational process not only from the point of view of an ordinary student, but also from a professional standpoint.
Sources of self-education
It is important in the learning process to expand the number of sources of self-education by attracting external resources. External resources in this case include traditional ones: books, periodicals, mass media, distance self-education.
The second source is research activity. In the process of studying the world around, the future teacher organizes his knowledge and forms a personal pedagogical style, professional and personal worldview. There are many opportunities for research activities in the pedagogical university. Research activity increases the level of self-education and helps in finding like-minded people.
The third source of systematic self-education is training in different courses. These may be courses in shorthand, studying foreign language, public speaking courses, and so on.
Work can become an additional source of self-education. During your studies, there is a great opportunity to try yourself in various types activities, to visit different professional roles. Students of pedagogical universities can engage in tutoring, work as nannies or counselors, and make linguistic translations.
The surrounding reality is the fifth source of self-education, which includes events taking place around; people with whom you communicate, their knowledge and experience. It is necessary to learn how to transform information from the surrounding world into something useful for yourself, to pass it through a professional prism. This approach develops reflective skills and helps develop your own model of behavior in similar situations. Of particular importance for teachers is the skill of teamwork. It includes:
- the ability to connect others to help in your activities;
- the ability to level conflicts;
- the ability to plan their activities;
- ability to edit group work;
- ability to summarize disparate material.
For the future teacher, another source of self-education is very important - his hobbies, the so-called "special skills".
Sometimes students, entering a university, discard everything, in their opinion, “superfluous”, “interfering with learning”, “entertaining”. But in vain. An additional area of activity not directly related to professional self-education, for the teacher is extremely necessary. Why is it important to have not a narrow-profile, but a broad outlook? First of all, to increase their own authority in the eyes of future pupils and colleagues. If you sing well or love scuba diving, or know how to play chess, or embroider luxurious landscapes with a cross, this experience can be useful for your students, because, like you, they always want to communicate with an interesting person who can teach them something. something new besides school curriculum. Therefore, no matter how passionate you are about achieving professional heights, do not forget to develop in other directions as well!
Conclusion
It can be concluded that training at a pedagogical university provides an opportunity to increase professional competence, self-diagnosis and correction skills, both professional and personal qualities, orientation in the educational field and gaining useful connections.
Professional activity of a young teacher
After graduating from the university and receiving a diploma of a teacher, he expects professional activity. New responsibilities await the young teacher. From the very first day of work, he bears the same responsibility as specialists with work experience. Entering a specific school environment with specific customs and laws to learn and accept. Young specialist you will have to combine the role of a teacher and a student, listen to the advice of more experienced senior colleagues.
The professional development of a teacher, leading to the achievement of professionalism and pedagogical excellence, is a long, continuous process. We can say that this is a journey of a lifetime. On this path, certain phases of the formation of a professional can be distinguished:
- the optant phase is the period of professional determination,
- the adept phase is the period of mastering the chosen profession in a professional educational institution,
- adaptation phase is a period of entry into practical pedagogical activity,
- internal phase - the formation of a teacher as an experienced teacher,
- the mastery phase implies the acquisition by the teacher of special qualities, skills or turning into a generalist,
- phase of authority - the acquisition of authority and wide popularity in one's own circle or beyond, accompanied by the presence of rich pedagogical experience,
- mentoring phase - characterized by the presence of like-minded people, followers, students among colleagues and the opportunity to share experience.
- transformation of the goals of vocational training,
- improving the structure and content of teacher education,
- updating organizational forms and methods.
The monograph is based on the results of a sociological study conducted within the framework of the complex research program of the Russian Academy of Education "Sociology of Education". the book contains materials of a sociological survey of 1469 students of pedagogical universities in Moscow. The paper analyzes issues related to the features of the selection of students in a pedagogical university, the motivation for obtaining higher pedagogical education, professional plans students after graduation. Particular attention is paid to the study of the attitude of students to the content of the education received. Separate chapters of the monograph are devoted to the consideration of issues related to the interaction of students with teachers, combining study and work, participation in research activities. The materials obtained during the sociological survey are analyzed in relation to the influence of gender, age and social stratification factors. The book is addressed to specialists in the field of pedagogy, psychology, sociology and cultural studies, employees of the system of higher pedagogical education. The materials of this monograph can be used in the preparation of students of pedagogical, sociological and psychological faculties of universities, in advanced training courses for educators.
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The second important indicator that testifies to the "investment" of the family in the education of the child is the assessment by the students themselves of the level of school education received. The results of the survey show that students of technical universities, in comparison with students of pedagogical universities, are more satisfied with the level of their school training at their pedagogical university, believing that “the knowledge obtained at school was quite enough for entering a university” (33.8%, respectively). and 22.7%, p=.0001). note that the answer to this question significantly differentiates graduates of specialized schools, lyceums and gymnasiums who entered pedagogical and technical universities. These data are shown in Figure 2. As can be seen from the data shown in the figure, among those students of pedagogical and technical universities who graduated from general education, V.S. Sobkin, O.V. Tkachenko Student Distribution of students of pedagogical and technical universities by types of schools they graduated from before entering the university (%) Figure 2 Opinions of graduates of various types of schools on the sufficiency of the knowledge they received at school for entering a university (%) (only one in five) who positively assess the quality of their school knowledge. a different situation develops when comparing the answers of graduates of specialized schools, lyceums and gymnasiums. Graduates of these institutions who entered technical universities, much more often than those who entered pedagogical universities, believe that the knowledge gained at school was “quite enough for them to enter the chosen university”. On the one hand, these differences may indicate that the level of education of lyceums, gymnasiums, and specialized schools graduated from students of technical universities is significantly higher than that of students from pedagogical universities. On the other hand, another explanation is also legitimate: students of specialized schools, lyceums and gymnasiums, who are weaker in their academic performance, ultimately turn out to be students of V.S. Sobkin, O.V. Tkachenko Student of pedagogical universities. 1.2 type of school education received and academic performance at university Of particular interest is the question of the influence of the type of education received at school on academic performance at university. The results obtained during the survey show that studying in a particular type of school has an impact on the academic performance of a student of a pedagogical university. so, for example, among students who graduated from a general education school, 34.4% have a high level of academic performance when studying at a university (studying with fives); among those who graduated from special schools, the proportion of excellent students is 40.9%, and among graduates of lyceums and gymnasiums - 41.2% (p=.03). It should be noted that among students of technical universities, there were no significant differences in academic performance depending on the type of educational institution they graduated from before entering the university: the proportion of “excellent students” among those who graduated from a general education school was 28.3 %, special school - 29.7%, lyceum or gymnasium - 33.7%. This gives reason to conclude that the enrollment of students from general education schools is carried out more strictly, since they do not differ in their academic performance at the university from graduates of special schools, lyceums and gymnasiums. At the same time, the question arises as to how long the effectiveness of the type of education received in school years turns out to be. To this end, we compare the academic performance of students, 1st, 3rd and 5th courses of pedagogical universities who graduated different types 1 schools. The analysis carried out shows that significant differences in academic performance are manifested only between first-year students who have graduated from general education schools and lyceums (gymnasiums). Thus, among students who graduated from general education and pedagogical universities, the share of "excellent students" in the 1st year is 26.0%, and among those who graduated from lyceums, gymnasiums - 35.1% (p=.03). Accordingly, among graduates of general education schools, the percentage of "C" students is noticeably higher than among graduates of lyceums and gymnasiums: 15.2% and 8.1% (p=.02). We emphasize that in older years (3rd and 5th years) such differences no longer appear. thus, the given data show that training in specialized types educational institutions(such as lyceums, gymnasiums) is a very significant contribution ("social capital") of V.S. Sobkin, O.V. Tkachenko Student precisely on early stages education in a pedagogical university. further academic performance depends on other factors. In general, the presented materials allow us to conclude that recruitment into the teaching profession already at the stage of obtaining a higher pedagogical education is oriented towards weaker social groups(compared to technical universities) both by the educational status of parents, those who enter pedagogical universities, and by the level of their schooling. 1.3 tutoring as a mechanism of social selection to a university, in addition to analyzing data on the impact of school specialization on admission to a university (comparison of the student population of general education schools, special schools, lyceums and gymnasiums), materials related to other forms of special training for students are also of interest. university admissions. For example, among the students of pedagogical universities, 23.9% indicated that when preparing for the entrance exams to the university, they “did not have enough knowledge acquired at school, and they were forced to study with a tutor” (note that almost such the same percentage of those who chose this answer was also among students of technical universities - 19.9%). At the same time, it is important to emphasize that among those who studied with a tutor, almost every second studied with a tutor from this particular university - 39.7%. recalculation of these data relative to the total number of students studying at a pedagogical university shows that almost every tenth student studied with a tutor from this university when they entered it. 14 Evaluating these results, we emphasize that today the attitude towards tutoring in society is clearly ambiguous. Tutoring is considered both as a form of additional in-depth education and as a form of special training that increases the chances successful delivery entrance exams and, finally, as a form of bribery hidden in a pedagogical university. It is the last moment that is recorded as a clearly negative social phenomenon that deforms the system of higher education. In this regard, if we turn to the answers of students to a special question about bribes when entering a university (“Did you encounter the phenomenon of bribery when entering your university?”), then the results show that a positive answer (“this was personally to me") were given by relatively few - 3.4%. However, among those who encountered the phenomenon of bribery when entering a university, the proportion of those who pointed to V.S. Sobkin, O.V. Tkachenko A student with a tutor from this university is extremely high and amounts to 70.8%. This allows us to draw a rather unambiguous conclusion that tutoring with a teacher of the university where the applicant enters is indeed regarded as a special form of bribe. Let us note that the above data allow substantiating the conclusion that within the very institutional organization of the higher education system there are special “gray” funding mechanisms that act as significant factors blocking attempts to introduce a unified state exam exactly how social mechanism democratizing the possibilities of entering a university. We add that this trend is typical not only for pedagogical universities. so, for example, in technical universities the trend is the same, but not so pronounced (16.6% of those who faced bribes studied with tutors from this university). The lower percentage in technical universities is quite understandable, since, as we have shown above, these universities have a stronger contingent of applicants compared to teacher-training universities. It is characteristic that of those students who encountered the phenomenon of bribery when entering a university, one in five (19.1%) fixes that situations of bribery arise personally for him and at the subsequent stages of studying at a university. This makes it possible to supplement the previous conclusion: the existing “gray” schemes and selection mechanisms for universities have long Negative consequences, since taking bribes is not only a factor in the low academic performance of these students, but also deforms the general moral and ethical atmosphere educational process at the university. Continuing the analysis, it should be noted that a comparison of the answers of the two groups of students (those who studied and did not study with a tutor before entering the university) did not reveal any significant differences in the level of material well-being of their parental family. at the same time, the differences in the educational status of the parents turned out to be clearly significant. Thus, in particular, among those who studied with a tutor, the proportion of those whose parents have higher education is noticeably higher (among those who studied with a tutor, 69.4% did not study - 55.2%, p=.0001; respectively, the father - 75.3% and 57.5%, p=.0001). In such a way, a lesson with a tutor can be considered as a special strategy for supporting parents with higher education your child. in other words, for parents with higher education, this is a kind of “insurance” against the threats associated with downward educational mobility. In this regard, it is important to note that another form of special preparation for entering a university, which is associated with preparatory courses, is more preferable for children from families with an average educational status of parents (among those, V.S. Sobkin, O. V. Tkachenko Student who studied at preparatory courses, the proportion of children with secondary education of the mother - 43.5%, and among those who did not study - 38.0% p=.02; respectively, father - 42.4% and 35.4%, p=.003). Thus, we see that different forms of preparing a child for entering a university turn out to be oriented to different social strata: classes with a tutor are more typical for families with higher education, and classes at preparatory courses are more typical for families with an average level of education. Perhaps the greater orientation of families with a higher level of education to tutoring services is associated not only with the individual nature of the child’s preparation (as opposed to preparatory courses), but also with the fact that parents with higher education more easily establish individual contact with university teachers (we can say about special information and in social networks serving the process of placing a child in a university). in other words, here we fix the role of social stratification factors in establishing special social contacts between parents and representatives of higher education. 1 CHAPTER 2 MOTIVATING TO RECEIVE PEDAGOGICAL EDUCATION IN PEDAGOGICAL HIGHER EDUCATION In addition to analyzing the objective social factors influencing recruitment into the teaching profession, it is important to consider subjective ones as well. Here, first of all, it is necessary to highlight the issues related to the motivation for obtaining higher pedagogical education. At the same time, we note that the study of the features of V.S. Sobkin, O.V. Tkachenko Student The motivation that determines admission to a university is a traditional subject of sociological research devoted to students. Among them, it is conditionally possible to single out three directions. One of them is related to the study of changes in the motivation for obtaining higher education on different stages building professional plans. so, for example, in the study of L.Ya. Rubina paid special attention to comparing the stages of young people's choice of a certain specialty and the choice of a particular university. the obtained results confirmed one of the author's main hypotheses that the initial stage of the formation of professional plans is associated not so much with the choice of a profession, but with the occupation of a certain social position - obtaining a higher education: “in other words, the professional plan is determined by the social plan and the choice of profession is already carried out in within the framework of labor, the most preferred by nature ”(Rubina L.Ya., 1981, p. 87). Moreover, it is characteristic that the influence of the “social plan” is also manifested in the differences in the motives for choosing a university of one profile or another. so, for example, according to the data of L.Ya. Rubina of the survey, students of a pedagogical university, compared with students of polytechnic and medical universities, significantly less often noted that the motive for entering a university for them was "an interesting job in the future" (respectively: 36.4%, 52.0% and 50.0 %). Let us add that, in addition to this, the students of the pedagogical university less often noted two more motives: “the demand for specialists in this profile” and “following the family tradition”. Thus, in sociological studies conducted in the 1970s, significant aspects related to the choice of the teaching profession were recorded: both the lower content attractiveness of the teaching profession, and its lower social status, and the lack of expression of socio-psychological attitudes among youth on the reproduction of family labor traditions when choosing this profession. This indicates that as early as the 1970s, a characteristic set of problems appeared that made it possible to speak of the inefficiency of the government’s social policy regarding the formation of teaching as a professional group. Another direction of sociological research is related to the study of problems characteristic of pedagogical universities, which are based on the conflict between the desire of students to receive a higher education from a pedagogical university and, at the same time, their unwillingness to work directly at school after graduating from a pedagogical university. This problem was quite clearly manifested in the monitoring studies of Krasnoyarsk sociologists who study the motivation of applicants when entering a pedagogical university (Gendin A.M., Sergeev M.I., Drozdov N.I. et al., 1999). indicative in this regard is the dynamics of changes in the share of those respondents who are oriented to work at school after graduation: in 1992 - 31.0%, and in 1999 - only 14.0%. It should be noted that this trend correlates meaningfully with V.S. Sobkin, O.V. Tkachenko Student and with objective indicators. So, for example, if in the 1980s the wages of workers in the education sector were approximately the same as in industry, communications, construction and the financial sector, then in the early 1990s there was a significant stratification of wages in these sectors of the economy: salaries in the sphere of finance, credit, and insurance are increasing sharply, while the salaries of educators are significantly reduced. This trend continues today. if in the 1970s wages in industry were 112% of the average wage in the economy; in the field of finance - 97%, in the field of education - 90%, then in 2003 the ratio is as follows: in the field of industry - 117%, in the field of finance - 127%, and in the field of education - 62% (Russian Statistical Yearbook , 2004). and, finally, the third area of research is related to the analysis of the dynamics of changes in the motivation for obtaining higher education at different stages of education at a university. in particular, in the study by Yu.R. Vishnevsky, L.N. Bannikova and Ya.v. Didkovskaya (2000), based on a survey of students from various universities in the Sverdlovsk region, revealed characteristics changes in the motivation of third-year students both in terms of specifying their professional plans and in terms of their satisfaction with the quality of education and professional specialization. Taking into account the results of the studies listed above, in our work we put the main emphasis on studying the content features of changes in motivation at the stage of initial professionalization, i.e., throughout the entire period of study at a pedagogical university. At the same time, it is important for us not only to trace the dynamics of changes in the significance of certain individual motives that encourage a student to study at a university, but also to identify those structural changes in motivation that allow us to consider them as a manifestation of a kind of crisis. learning activities. in this regard, by the way, of particular interest is the analysis of differences in motivation 1 for learning among students with different levels academic performance. It is clear that in the course of the analysis it will also be important for us to reveal the role of gender and social stratification factors in differentiating the significance of certain motives for teaching in a teacher training college. These are classic plots of sociological analysis. Pedagogical University 2.1 influence of gender and socio-stratification factors V.S. Sobkin, O.V. Tkachenko Student To study the features of changes in motivation that determines the acquisition of a teaching profession, we offered the respondents a special question, where various motives were offered as answers, which characterize: pragmatic orientations associated with professional prospects, the desire for personal development , orientations that determine social success, etc. The results of answers to this question are given in Table 2. As can be seen from the data in the table, external motives associated with the social families”) are clearly not relevant and are noted by a small percentage of the students surveyed. on the whole, add- table 2. Distribution of answers to the question about the motives for studying at a pedagogical university (%) General Boys Girls P= Desire to become a specialist in a certain field 61.5 46.0 61.7 .0001 For the purpose of self-development 44.1 42 .0 42.6 Desire to gain new knowledge 38.3 34.8 37.3 Desire to get a diploma of higher education 34.6 29.9 34.0 Desire to obtain a certain social status after graduation 31.1 21.4 31.5 .001 Desire to simply get a well-paid job 20.5 24.6 19.0 .02 The profession I have chosen requires higher education 17.1 15.2 16.7 Family tradition 5.0 6.7 4.5 Desire to avoid military service strength 4.4 28.6 0.1 .0001 Demand by parents 3.5 4.0 3.2 Desire to get the approval of others 1.4 2.7 1.2 the desire for self-development”, “the desire to gain new knowledge” and motives associated with social achievements (“obtaining a diploma of higher education”, “obtaining a certain social status after graduation”). of a pedagogical university, the data given in Table 2 show very characteristic gender differences. Thus, for example, the external motive “desire to avoid military service” turns out to be very significant among young men and occupies the fifth position in their rating, clearly ahead of such motives as “the desire to obtain a certain social status after graduating from a university”, “the desire to get a well-paid job” and “desire to get a higher education in connection with the chosen profession”. in principle, studying at a university as a way for young men to receive a deferment from military service is a fact of V.S. Sobkin, O.V. Tkachenko A well-known student. And yet, the scale of the prevalence of this motive among young students of a pedagogical university, where it is noted by one in four, is striking. In addition, young men are more likely to be motivated by the desire to get a well-paid job. in other words, traditionalist gender attitudes play an important role in determining the motives for obtaining higher professional education when material support family acts as a characteristic function of the social role position of a man. In this case, it is interesting that such motivations are actualized by young men even in relation to such a field of activity, where the level of wages is significantly lower than in other sectors. Compared to boys, girls are significantly more likely to note such motives as “the desire to become a specialist in this field” and “the desire to obtain a certain social status after graduation”. On the one hand, this indicates that the teaching profession itself is more often considered by girls as an area of professional activity that is acceptable for women. In this regard, this type of motivation substantially correlates with general trends in the feminization of the teaching profession, which, by the way, manifests itself already at the stage of primary professionalization, since the percentage of girls in pedagogical universities is significantly higher than that of boys. On the other hand, the motive associated with the desire to obtain a certain social status allows us to conclude that higher pedagogical education also acts for girls as a factor ensuring upward vertical social mobility. At the same time, it is characteristic that it is girls from families with a lower educational status of their parents who more often record “the desire to receive a diploma of higher education” as the leading motive for learning. Among them, every second one (44.5%) points to this motive, and in terms of its significance it reaches the second rank position in the general hierarchy of their motives. 20 Pedagogical University V.S. Sobkin, O.V. Tkachenko Student “the desire for self-development” and “acquisition of new knowledge”. in addition, among girls with higher education of parents, the proportion of those who point to such a learning motive as “family traditions” is quite high. In this regard, it can be assumed that this motive fixes not so much the reproduction of the teaching profession, but acts as a motive due to a peculiar form of “protection” of social status, when receiving a pedagogical education acts as a way to “stay” in a certain social stratum (a stratum with high level education). The noted differences in the motivations for studying at a pedagogical university among girls from families with secondary and higher education of their parents are shown in Figure 3. 2.2 The influence of academic performance Let us now consider the relationship between the motivation for obtaining a higher pedagogical education and the academic performance of students. The motives for which statistically significant differences were found between “excellent students” and “triple students” are shown in Table 3.
