ПРОБЛЕМИ ТА ПЕРСПЕКТИВИ РОЗВИТКУ СТАЛОЇ МОТИВАЦІЇ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ У ВОЄННИЙ ЧАС

Abstract

У статті проаналізовано проблеми розвитку сталої мотивації майбутніх учителів початкової школи у воєнний час. Висвітлено значення позитивної мотивації вчителя в умовах мінливості світу, нестабільності та постійних змін. Охарактеризовано дистанційний та змішаний формати освітнього процесу в контексті розвитку сталої мотивації фахівців початкової освіти до навчання. Розкрито зв’язок сучасного інформаційного середовища та підвищення рівня мотивації в умовах дистанційного та змішаного навчання. Висвітлено результати дослідження типів труднощів для розвитку сталої мотивації в умовах змішаного та дистанційного навчання, здійснено порівняльний аналіз показників щодо проблем здобувачів у довоєнний та воєнний час. The article analyzes the problems of developing sustainable motivation of future primary school teachers in wartime. The importance of positive teacher motivation in the conditions of world change, instability and constant changes is highlighted. Distance and mixed formats of educational process in the context of development of constant motivation of primary education specialists to study are characterized. The connection between the modern information environment and increasing the level of motivation in the conditions of distance and blended learning is revealed. The results of research of types of difficulties for development of constant motivation in the conditions of mixed and distance learning are covered, the comparative analysis of indicators concerning problems of applicants in pre-war and wartime is carried out. Purpose. The purpose of the article is to consider the problems of development of sustainable motivation of future primary school teachers in wartime and the study of possible ways to overcome difficulties, prospects for the development of motivation in the modern educational environment. Methods. Psychological and pedagogical literature analysis, analogy, induction and deduction, comparative analysis, survey of students were used. Results. The study of types of difficulties for the development of sustainable motivation in blended and distance learning was conducted in 2 stages (October-December 2020 and April 2022) among future primary school teachers students of the first (bachelor's) level of education 013 Primary Education. It should be noted that the number of respondents with technical difficulties has significantly increased (44.7%), the number of those who have noted personal difficulties has increased, but not so much (48.7%). At the same time, the impact of organizational (1.9%) and professional (4.7%) problems on the development of motivation to study was significantly lower. The decrease in the number of respondents who chose «organizational» and «professional» difficulties is associated with increasing the level of digital skills and ICT among students and teachers, as well as with the gradual adaptation of educational components to the requirements of distance format. Note that among the technical problems in the second stage of the study (April 2022), most respondents indicate the lack of quality and stable Internet connection, sometimes even mobile communication. It should be noted that this problem is partially solved by the possibility of asynchronous learning. Students can get acquainted with the materials and perform tasks at a time when the technical capabilities are available. Personal difficulties, in addition to the initial characteristics (low internal motivation of the applicant, habits of strict control by the teacher, poor selforganization of students, lack of emotional and psychological contact with colleagues, low responsibility, lack of sense of belonging to the group). Research also covers the psychological discomfort of students, negative feelings and emotions associated with the war. The university community plays an important role in overcoming such personal difficulties and increasing the level of motivation of the students: constant contacts with teachers, curators, representatives of the administration, support for each other, the opportunity to contact the socio-psychological service and others. Prospects for further research in this area are to create a system of measures for the development of sustainable motivation, taking into account the difficulties of students in the educational process. Conclusion. The material of the article makes it possible to conclude that in the conditions of instability and full-scale war, the issue of constant motivation in the training of primary school teachers remains especially important, because the primary level of education is fundamental and necessary for further study and life. Only a motivated teacher can qualitatively develop sustainable motivation in students and by their own example to demonstrate positive motivation for continuous self-improvement. As of April 2022, as a result of Russia's full-scale war against Ukraine, full-fledged offline education is not possible in the vast majority of Ukrainian educational institutions (depending on their location), so future primary school teachers continue to receive distance and mixed education. In this regard, there is a need to investigate the difficulties of students in the implementation of educational needs that affect the level of motivation, and compare them with pre-war indicators.