scholarly journals Opportunities and Risks of Students’ Information-Educational Online Activity

2020 ◽  
Vol 24 (4) ◽  
pp. 67-74
Author(s):  
N. Lyz’ ◽  
O. Istratova ◽  
A. Lyz’
Keyword(s):  
Empirical Study ◽  
Self Regulation ◽  
Well Being ◽  
Educational Process ◽  
Educational Activity ◽  
The Internet ◽  
Educational Activities ◽  
Online Activity ◽  
Empirical Survey ◽  
Internet Resources

Purpose of the study. In modern dynamic conditions, education should be directed to the future, have openness and redundancy in relation to the assigned pedagogical tasks, the existing educational students’ needs, the current state of society, economy, and labor market. Ensuring such a quality of education is impossible without Internet resources and information technology, without the organization of students’ online activity. The purpose of this article is to consider the variety of opportunities for students’ educational activities in the Internet, to present a typology of the risks of such activities, to suggest ways to overcome risks and ensure its effectiveness and safety. Materials and methods. The opportunities and risks of informationeducational activity are summarized based on the analysis of scientific papers and the results of an empirical study. In the process of study, we used methods of theoretical analysis and systematization, empirical survey and methods of descriptive mathematical statistics. Empirical study conducted on a sample of the first-year IT-students (N = 174) using the questionnaire method. Results. The variety of types of information-educational activities (educational-cognitive, search-cognitive, communicative-cognitive, informational-creative, entertaining-cognitive) and the advantages of online learning compared to classroom learning are presented. A typology of information-educational activity risks based on two grounds is given. According to object, the risks to student health, development and emotional well-being and the risks of loss of performance are identified. According to localization, external risks associated with the organization of the Internet and online educational activity (congestion of the information space, manipulative technologies in the supply of information, content risks, communication risks, cyber risks, inaccurate Internet content, poorquality educational and methodological support of the educational process, lack of feedback, technical and methodological support), and internal risks associated with the psychological and pedagogical students’ characteristics (instability of the worldview, internal prerequisites for exposure to content and communication risks, internal prerequisites for Internet addiction, aimless and unskillful activity in the Internet space, ineffective cognitive styles and critical thinking, lack of desire for self-development, the prevalence of external educational motives, difficulties of self-regulation, lack of volitional qualities, narrow interests, digital incompetence) are highlighted. Conclusion. Ways of overcoming risks and ensuring the effectiveness and safety of information-educational activity are proposed: 1) promotion lifelong education as a way of existence, development as a value, education as a significant capital; 2) creating excess information-educational environments and educational Internet resources (in relation to the pedagogical tasks and the modern students’ learning needs); 3) development of psychological stability, digital and educational students’ competence; 4) pedagogical management of students’ activities in the Internet (organization, support, control). The possibility of using technological solutions for students’ information-educational activities management is pointed out. At the same time, the important role of lecturers in this process is emphasized.

Using video conferencing services in network educational communities: Theory and experience of implementation in teaching informatics

2020 ◽  
pp. 47-54
Author(s):  
A. N. Sergeev ◽  
N. Yu. Kulikova ◽  
G. V. Tsymbalyuk
Keyword(s):  
Social Networks ◽  
Video Conferencing ◽  
Educational Process ◽  
Educational Activity ◽  
The Internet ◽  
Video Conference ◽  
Joint Activities ◽  
Internet Resources ◽  
Network Communities ◽  
And Robotics

The article raises the problem of using video conferencing services in network educational communities in the context of virtualization of the educational space when organizing the interaction of students in the process of online learning in informatics. Changes in the education system associated with the development of social networks and network communities are discussed, and new opportunities provided by them to the teacher for including students in various types of educational and cognitive activities are analyzed. The concepts of “network community” and “social networks” are revealed. The role of network communities and social networks as collective subjects of social information and educational activities on the Internet is demonstrated. From the standpoint of the implementation of the principle of interactivity of interaction of subjects of educational activity in network communities, the analysis of educational interaction of schoolchildren in the format of video conference based on the Internet is carried out. The characteristics of the capabilities of popular services for network interaction of participants in the educational process when organizing training in the video conference format are described, examples of open software solutions are given. The experience of using video conferencing services in teaching informatics and robotics in the context of the implementation of the educational process in the networked educational communities of the Internet is revealed. The author's approach to the use of tools of popular services for organizing video conferencing in the implementation of interactive training in promising areas of informatics and robotics in the process of joint activities on the Internet is proposed. The results obtained contribute to the theory of informatization of education and can be used in practice by teachers who implement the educational process with schoolchildren using interactive interaction services and Internet resources.

scholarly journals THE ABILITY OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS FOR SUCCESSFUL EDUCATIONAL ACTIVITIES AS AN INDICATOR OF THE PEDAGOGICAL REHABILITATION SYSTEM EFFICIENCY

2019 ◽  
pp. 148-158
Author(s):  
Yuliia Siliavina
Keyword(s):  
Secondary Education ◽  
Self Regulation ◽  
Educational Needs ◽  
Educational Process ◽  
Educational Activity ◽  
Special Educational Needs ◽  
Educational Activities ◽  
Educational Motivation ◽  
Rehabilitation System ◽  
System Effectiveness

The article deals with the problem of standardization for the markers of the pedagogical rehabilitation system effectiveness in a secondary education institution. The problem is essential for secondary education in Ukraine and establishing inclusive educational practice. Scientific explorations in this area demonstrate the diversity of analytical positions, the allocation of many essential characteristics given by researchers (students' self-education, willingness to behavior self-regulation, interest in learning, informational needs of students, awareness of their own resources, etc.). Those characteristics may correlate with educational and rehabilitation influences. Alongside with that there are also indirect characteristics of the pedagogical rehabilitation effectiveness, such as physical and mental health, emotional stability and others. The current state of the problem has led to the author's theoretical and empirical consideration of the successful educational activity phenomenon among the students with special educational needs. The ability for successful educational activity is an indicator of the pedagogical rehabilitation system effectiveness in secondary school institutions. The abilities for successful educational activities among students with special educational needs are considered by the author as a set of properties which characterize capabilities of children with special educational needs to learn the school curriculum in accordance with the requirements of state educational standards and, secondly, are the result of a dynamic system of rehabilitation educational measures applied in the institutions of secondary education. The theoretical reflection of the phenomenon allowed to distinguish four positions (motivational, cognitive, competence-based and reflexive) for its deeper comprehension and systematic measurement. The criteria for studying the researched indicator are: the level of student's educational motivation, the direction of educational motivation, the development of achievement motivation, the level of educational achievements, the level of students' information and self-educational competences, their ability to exercise personal and intellectual reflections. The research was based on the above-mentioned criterion and indicators and it revealed a significant influence of the pedagogical rehabilitation system on the studied characteristics. This allowed the author to suggest that the increase of the ability to succeed in learning among students with special needs is a standard for effective pedagogical rehabilitation of children with special educational needs in the inclusive educational process.

scholarly journals THE IMPACT OF SOCIAL INTERNET PRACTICES ON THE PSYCHOLOGICAL WELL-BEING OF SENIOR PUPILS

2021 ◽  
Vol 2 (2) ◽  
pp. 119-134
Keyword(s):  
Empirical Study ◽  
Computer Games ◽  
Negative Impact ◽  
Positive Impact ◽  
Self Regulation ◽  
Well Being ◽  
The Internet ◽  
Psychological Well Being ◽  
Subjective Assessments ◽  
The Impact

The article deals with the study of the peculiarities of the impact of social Internet practices on the psychological well-being of senior pupils. The author presents a model of psychological well-being of senior pupils and a conceptual model of the impact of social Internet practices on the psychological well-being of senior pupils, which takes into account the content of practices, situational and targeted self-regulation of their realization. An empirical study of the impact of social Internet practices on the psychological well-being of senior pupils is carried out. The general sample consisted of 9th-11th grade pupils of secondary schools, a total of 1,144 respondents, including 458 boys and 686 girls, aged 14 to 17. The study used: author’s methods of express evaluation of psychological well-being, assessment of the content of social Internet practices, separate scales of the questionnaire for assessing the level of media culture (L. Naydonova, O. Baryshpolets, etc.), author’s questionnaire of subjective self-assessment of impact of social Internet-practices on psychological well-being. The results of the empirical study have revealed the phenomenon of asymmetry of subjective assessments of the impact of social Internet practices: senior pupils overestimate the positivity of the impact of the Internet. Besides, the higher the level of real psychological well-being of respondents, the more their subjective assessments of the impact of Internet practices are shifted towards the positive, i.e. they more positively perceive any activity on the Internet, although it may objectively cause certain risks. Peculiarities of psychological well-being of active and inactive users of various social Internet practices are identified and described. The positive impact of the practices of searching for interesting information and information for learning (informational consumer practices), as well as the practice of using social networks to maintain friendly relations (communicative) on psychological well-being have been confirmed. It has been established that computer games and surfing the web without a purpose have a negative impact on the psychological well-being of senior pupils.

scholarly journals EXPERIMENTAL VERIFICATION OF THE EFFICIENCY OF PEDAGOGICAL CONDITIONS FOR INTENSIFYING THE EDUCATIONAL ACTIVITY OF FUTURE TEACHERS-ENGINEERS OF COMPUTER PROFILE IN PROFESSIONAL TRAINING

2020 ◽  
pp. 30-37
Author(s):  
Olha YESIPOVA ◽  
◽  
Mykhailo MEDVID ◽  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Educational Process ◽  
Educational Activity ◽  
Internal Quality ◽  
Control Group ◽  
Future Teachers ◽  
Educational Activities ◽  
Experimental Group

Responding to identified shortcomings is components of the internal quality assurance system of a higher education institution. A study of the educational activities of future teachers-engineers of computer profile found that most students are not going to devote their career to teaching, thus preferring engineering. Undoubt- edly, higher education institutions must respond to the requests of stakeholders, especially those seeking higher education. On the other hand, there are requests from employers (educational institutions) for teachers-engineers of computer profile. Therefore, further research was aimed at enhancing cognitive activity primarily by increasing motivation for pedagogical activity. Methods: pedagogical experiment. Results. An experimental test of the effectiveness of pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile in professional training. Originality. The results of the study testify to the effec- tiveness of certain pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile: changes of external motivation to internal will take place if the information and communication technologies are introduced into educational process of studying peda- gogical disciplines; change of position in the educational activity of future teachers-engineers of computer profile in the study of pedagogical disciplines will take place under the condition that students apply a project approach to the organization of their own educational activity; intensification of educational activity due to its correc- tion in future teachers-engineers of computer profile in the process of operative feedback at each stage of educational activity. Comparative analysis of experimental data shows an increase in the percentage of students of the experimental group compared to the control group with a high level of educational activities of future teachers-engineers of com- puter profile in the study of pedagogical disciplines for a stable active position of educational activity – by 34%, internal motivation to study – by 32%, by the ability to plan and organize their own educational trajectory – by 32%, by academic performance – by 25%). When comparing the results before and after the ex- periment: in the control group the empirical values of the criterion χ2 are less than critical, the characteristics of the compared groups coincide at the level of significance of 0.05; in experimental group the empirical values of the criterion χ2 are greater than the critical one, the signifi- cance of the difference in the characteristics of the com- pared groups is 95%.

scholarly journals PEDAGOGICAL STIMULATION OF EDUCATIONAL ACTIVITY AS A FUNCTION OF A MODERN UNIVERSITY TEACHER

2020 ◽  
pp. 98-104
Author(s):  
Екатерина Александровна Лихачева
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Subject Position ◽  
Educational Activity ◽  
Practical Training ◽  
Educational Activities ◽  
Self Development ◽  
Sufficient Degree ◽  
The University ◽  
Stimulation Of

Обосновывается важность педагогического стимулирования учебной деятельности студентов, что обусловлено тенденциями современного высшего образования. Несмотря на достаточную степень разработанности вопросов педагогического стимулирования и активизации учебной деятельности, применительно к высшей школе данная проблема не находит комплексного решения. В деятельности преподавателя стимулирующая функция занимает особое место. Изучение опыта передовых ученых и анализ результатов собственной педагогической деятельности позволили предложить комплексный подход к педагогическому стимулированию учебной деятельности студента вуза: применение соответствующих методов и технологий обучения, реализация стимулирующих действий и системы педагогических стимулов. Определены стимулирующие действия преподавателя и применяемые им педагогические стимулы на каждом этапе практического занятия в вузе. Все это будет способствовать становлению субъектной позиции студентов, формированию у них положительного эмоционально-ценностного отношения к процессу обучения, повышению качества образования, выступит фактором развития способности к саморазвитию и самообразованию. The article substantiates the importance of pedagogical stimulation educational activities of students, which is due to the trends of modern higher education, namely the idea of continuing education. Despite the sufficient degree of development of issues of pedagogical stimulation and activation of educational activities, this problem does not find a comprehensive solution in relation to higher education. In the activity of a teacher, in addition to the implementation of educational, educational, and developmental functions, a special place is occupied by a stimulating function. This is evidenced by the theoretical analysis of the works of classics of Russian pedagogy. The study of the experiences of scientists and analysis of own pedagogical activity allowed us to offer a comprehensive approach to the pedagogical stimulation of educational activity of student: application of enabling methods and technologies of training, the implementation of stimulating activities and educational incentives. The article defines the stimulating actions of the teacher at each stage of practical training at the University (introductory, main, final) and the pedagogical incentives used by them. Stimulating actions of the teacher encourage productive joint educational process of students and teachers. Comprehensive stimulation of educational activities will contribute to the formation of the subject position of students, the formation of a positive emotional and value attitude to the learning process, improve the quality of education, and act as a factor in the development of the ability to self-development and self-education.

scholarly journals COMPONENTS OF EDUCATIONAL ACTIVITY OF PUPILS OF CHILDREN’S CHOREOGRAPHIC TEAM

2020 ◽  
pp. 28-32
Author(s):  
Bulaga K.M.
Keyword(s):  
Self Regulation ◽  
Educational Activity ◽  
Target Component ◽  
Educational Activities ◽  
Creative Dance ◽  
Self Development ◽  
Inner World ◽  
The Right ◽  
Difficult Situations ◽  
Target Activity

У статті охарактеризовано поняття навчальної діяльності вихованців дитячого хореографічного колективу як специфічного виду цілеспрямованої діяльності з оволодіння системою хореографічних знань як інформації, що підлягає опануванню, хореографічних умінь та навичок як способів діяль-ності, досвіду хореографічної творчості та емоційно-морального сприйняття хореографічних творів, що дає нам уявлення про взаємозв’язок процесів навчання й опанування хореографічного мистецтва. На основі аналізу психолого-педагогічної літератури виокремлено чотири структурні компоненти навчальної діяльності вихованців дитячого хореографічного колективу: мотиваційний, цільовий, діяль-нісно-творчий та рефлексивно-суб’єктний. З’ясовано, що мотиваційний компонент навчальної діяльно-сті вихованців дитячого хореографічного колективу відбиває систему мотивів (внутрішніх та зовніш-ніх), які спонукають дітей до занять з хореографії, формують потребу в навчанні, опануванні різних видів танцю, сприяють вдосконаленню, саморозвитку, а також підвищують рівень особливих інтересів та захоплень мистецтвом хореографії, зацікавленість та активну участь у виконавчій, імпровізаційній та творчій танцювальній діяльності. Цільовий компонент навчальної діяльності вихованців дитячого хореографічного колективу відбиває процес постановки мети, її деталізації та завдань, спрямованих на оволодіння системою хореографічних знань, умінь та навичок, уявлення про майбутні труднощі, умо-ви виконання завдань, обсяг знань, прийомів, засобів і способів досягнення мети. Діяльнісно-творчий компонент навчальної діяльності вихованців дитячого хореографічного колективу відбиває систему вмінь і навичок як сукупності способів здійснення виконавчої, імпровізаційної та творчої танцювальної діяльності. Рефлексивно-суб’єктний компонент навчальної діяльності вихованців дитячого хореогра-фічного колективу відбиває вміння керувати своїм внутрішнім світом, рефлексувати, володіти собою, своїм настроєм, мімікою, жестами (саморегуляція), уміння швидко реагувати на поведінку оточуючих людей, уміння швидко приймати правильні рішення у різних складних ситуаціях навчально-виховно-го, постановчо-творчого та особливо фестивально-конкурсного етапів роботи колективу, формувати емоційну стабільність, найповніше використовувати свої потенційні можливості, викликати відчуття стриманої сили, упевненості в собі, енергійності, активності. The article describes the notion of educational activity of pupils of children’s choreographic collective as a specific type of purposeful activity on mastering the system of choreographic knowledge as information to be mastered, choreographic skills and skills as ways of activity, experience of choreographic creativity, the interconnection of the processes of learning and mastering choreographic art. The structural components of the educational activity of the pupils of the children’s choreographic team were found out: motivational, target, activity-creative and reflexive-subjective.The motivational component of the educational activities of the children of the choreographic team reflects the system of motives (internal and external) that encourage children to engage in choreography, training needs, mastering different types of dance, improvement, self-development, as well as the level of special interests and passion for their art, and active participation in the performing, improvisation and creative dance activities. The target component of the educational activities of the children of the choreographic team reflects the process of goal setting, its detail and tasks aimed at mastering the system of choreographic knowledge, skills, understanding of future difficulties, conditions of the tasks, the scope of knowledge, techniques, means and methods. The activity-creative component of the educational activity of the pupils of the children’s choreographic team reflects the system of skills as a set of ways of performing executive, improvisational and creative dance activities. Reflexive-subjective component reflects the ability to control their inner world, to reflect, to possess themselves, their mood, facial expressions, gestures (self-regulation), the ability to quickly respond to the behavior of others, the ability to quickly make the right decisions in various difficult situations educational – creative and especially festival-competitive stages of work of the collective.

scholarly journals EDUCATIONAL ACTIVITIES IN UNIVERSITY DURING TEACHING GEOMETRY AND GRAPHIC DISCIPLINES TO THE BACHELORS OF TECHNICAL SCEINCES

2020 ◽  
Vol 225 ◽  
pp. 68-75
Author(s):  
O.N. Shevchenko ◽  
Keyword(s):  
Personal Development ◽  
Practical Experience ◽  
Educational Process ◽  
Theory And Practice ◽  
Professional Standards ◽  
Educational Activity ◽  
Soviet Period ◽  
Educational Activities ◽  
The Individual ◽  
The University

The education system at the university at the present stage is being created in the context of reforming education and other areas of activity that are closely related to the development processes of civil society. In todays’ Russia, the educational system that developed during the Soviet period has essentially lost its influence, and in accordance with the new challenges of the time, a different system for organizing the educational process is being formed. When teaching bachelors of technical sciences, it is possible and necessary to take into account the educational potential of technical disciplines in the complex process of a future engineering and technical worker personality forming. The methodological basis of the study is the psychological and pedagogical theory and practice of creating a system of educational activity when teaching engineering disciplines at a university with the aim of forming the personality of a competitive specialist in engineering and technology and reflecting the requirements of educational and professional standards for the training of experts in engineering profiles. The purpose of this article is to determine professionally important qualities and professionally significant psycho-physiological properties, based on theoretical analysis and study practical experience in teaching geometric graphic disciplines at a university, which students can form in the learning process for personal development and successful mastering of the profession in accordance with professional standards and the realities of industrial and technical sphere. Graphic culture has an impact on the worldview and moral values of the individual, forms aesthetic tastes, contributes to the formation of a civic position and responsibility. Educational activities at the university should be implemented not only in sports, leisure and entertainment events, but the most important aspects of personal education in learning technical disciplines are the formation of cognitive independence, strong-willed personality, emotional, behavioral, intellectual flexibility, which are the key qualifications of the future engineer. The results can be used in the teaching of graphic disciplines in technical universities.

scholarly journals Information and communication technologies as an actual resource of educational activity

2021 ◽  
Vol 13 (3) ◽  
Author(s):  
M.V. Vakulenkova ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Information Technologies ◽  
Basic Research ◽  
Communication Technologies ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Activities ◽  
Information And Communication ◽  
Modern Information

Cybernation of the world, which began in the middle of the 20th century, encompassed all spheres of the life of society, becoming an essential component of the environment. Electronic technologies are used in various industries and services, including education. The implementation of the idea of e-education has contributed to the change in educational technologies, the dominant component of which are information and communication technologies. The research problem lies in the need to disclose modern information and communication technologies as an actual resource for educational activities. The purpose of the research is to substantiate the effectiveness of the use of information and communication technologies in the educational process. The research methods are analysis, synthesis, generalization, description. The basic research method is a pedagogical experiment. The research results: the concept of "information and communication technologies" has been considered, their tools have been described; the advantages of using information and communication technologies in educational activities in the direction of training 44.03.02 Psychology and Pedagogy of primary education have been disclosed; the efficiency has been substantiated and the possibilities of using informatization means in the educational process on the basis of the branch of FSBEI HE "Adyghe State University" in the city of Belorechensk have been determined; examples of the use of information and communication technologies in the educational process in the disciplines "Modern information technologies", "Information and communication technologies in education" have been given; the results of experimental work have been presented, that confirm the increase in the efficiency of the quality of knowledge. Key conclusions: information and communication technologies include the integration of methodological techniques, technological processes, software and hardware that interact with each other in the process of using information for a specific purpose, determined by the interests of its consumers; the advantages of information and communication technologies in educational activities are the expansion of the possibilities of the educational process, the development of positive educational motivation and interest of students, an increase in the quality of knowledge, etc.

scholarly journals SYNERGETIC APPROACH AS A METHODOLOGICAL BASIS OF THE THEORY OF SELF-ORGANIZATION OF PRIMARY SCHOOL STUDENTS’ EDUCATIONAL ACTIVITY

2022 ◽  
Vol 1 (2) ◽  
pp. 21-28
Author(s):  
OLHA CHYKUROVA
Keyword(s):  
Primary School ◽  
First Grade ◽  
Educational Process ◽  
Educational Activity ◽  
Self Organization ◽  
Primary School Students ◽  
School Students ◽  
Educational Activities ◽  
Methodological Basis ◽  
Cognitive Activities

The educational process in a modern primary school involves a change in the position of the student: from the object of study they become active subjects of educational activities, which requires the activation of their self-organization. At the same time, the essence and purpose of education is not in the scholastic increase of information, but in the information support of the constant development of an individual. This problem is especially relevant in the context of distance learning in the New Ukrainian School (NUS), so increasingly popular are learning technologies aimed at enhancing the educational and cognitive activities of students and forming their readiness for independent work. Life in modern society requires that an individual develops the qualities of autonomy and organization: independence, initiative, ability to think creatively, etc. These qualities are considered as components of a single process of self-organization of an individual. Synergetic can be interpreted as a methodological basis for educational, prognostic, organizational and didactic-managerial educational activities. We characterize synergetic as an opportunity to solve problems of education in accordance with modern challenges. Despite numerous studies, the problem of implementing a synergetic approach in the formation of skills of self-organization of educational activities of primary school students remains open. The article describes the synergetic approach as a methodological basis of the theory of self-organization of educational activities of junior schoolchildren. The research of scientists in the field of synergetic, namely the transformation of its ideas in pedagogy as a basic idea of the theory of self-organization of educational activities of primary school students, analyzes the key ideas and positions of synergetic through the prism of interpretation of the educational process. The explication of the problem is carried out in the context of the analysis of the pedagogical system of primary school. The study presents the features of the synergetic approach in the first grade school. The essence of the synergetic approach as an interdisciplinary direction of cognition is considered. It is established that the synergetic approach allows to form self-organization of educational activity. It has been studied that the educational process in primary school can also be considered an open system, as it carries out a continuous process of exchange of information (knowledge) between teacher and students (feedback), and constantly changing the content of education according to society as a whole. The content of educational and cognitive activities during the formation of skills of self-organization of primary school students from the point of view of synergetic approach is revealed. The main regularities of the process of teaching junior schoolchildren as an open and complex system and a complex of multicomponent, interdisciplinary and multilevel knowledge are outlined, providing an opportunity to identify the main areas of synergetic ideas in the educational process. It is concluded that the implementation of a synergetic approach to the management and organization of the educational process of primary school will significantly increase its efficiency, make the educational process more flexible and universal.

scholarly journals THE MOTIVES OF EDUCATIONAL ACTIVITY STUDENTS OF PEDAGOGICAL EDUCATION

2020 ◽  
Vol 1 ◽  
pp. 133
Author(s):  
Natalia Eliseeva ◽  
Olga Pospelova
Keyword(s):  
Higher Education ◽  
Survey Data ◽  
Professional Training ◽  
Educational Process ◽  
Educational Activity ◽  
Empirical Survey ◽  
Educational Conditions

The article analyzes the problems of the development of educational and professional motivation students of pedagogical education in the course of their professional training in higher education. The purpose of the study was to substantiate theoretically and verify experimentally of formation of educational and professional motivation, students ' opinions about the problems of organization of educational process gives the opportunity to evaluate and adjust it from the perspective of a student as a subject of educational process.  To achieve this goal, we used the following methods: to collect empirical survey data (student questionnaires).The results of the study feature educational and professional motivation of contemporary students. According to the results of the experiment, the need to create special educational conditions that underlie the development and implementation of the program aimed at increasing the level of professional motivation of students of pedagogical education  in higher education is revealed.  

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