Abstract
In this article, we focus on the current issue of teaching career chosen by the young people in Russia. To explore the topic we present a survey aimed at analyzing students’ motivation to choose teaching as their future profession. Our research was conducted on the basis of Minin Nizhny Novgorod State Pedagogical University (Russia), the survey involved 78 Bachelor and Master Degree students majoring in English as a foreign language. In the first stage we research students’ motivation presented by its components, namely, motives, aims, emotions and interest. The findings demonstrate the cognitive motive as a leading one for 82% students, while 18% of students are socially motivated. 60% of students are persistent in reaching the goal, 25% is in need of extra motivation not to backtrack in case of failures, 15% - tries to find various reasons to refuse from a difficult task. 65% has a low level of overall emotional well-being. 33% is subject to lose interest in the activity facing difficulties. These results let us notice the change in students’ motivation to choose teaching career throughout their years of studying. They show a constant decline in the number of highly-motivated students from the first year of studying being 75% with the absence of low level of motivation, with only 50% of senior and graduate students being highly-motivated and 10% considering teaching unattractive. There should be found reasons why highly-motivated students lose their enthusiasm to choose teacher career and means of fostering their motivation.
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Arkhipova, M.V., Belova, E.E., Gavrikova, Y.A., Mineeva, O.A. (2019). Research on Teacher Career Motivation in the Russian Pedagogical University Context. In: Anikina, Z. (eds) Going Global through Social Sciences and Humanities: A Systems and ICT Perspective. GGSSH 2019. Advances in Intelligent Systems and Computing, vol 907. Springer, Cham. https://doi.org/10.1007/978-3-030-11473-2_13
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