Motivation of training future specialists in aviation industry

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National Aviation University, Ukraine

Ph.D. in Political Science,

Annotation

motivation aviation professional cognitive

In this paper motivation is considered as the basis of training specialists in aviation industry. Various groups of motives are considered and the importance of the formation of cognitive and professional motives is emphasized. On the basis of research results of freshmen's motivation recommendations for teachers are provided.

Attitudes to chosen profession and to specific professional tasks determine the success of business. Different attitudes make for purposeful actions of a man in the workplace. In the basis of professional activity lies a system of motives. Motives encourage for intensification of human actions and direct behavior. Motivation is a system of factors that determine behavior. These factors are the needs, motivations, goals, intentions, aspirations, etc. Motivation explains the reasons of employees' behavior in the workplace, their focus and level of activity.

In the basis of professional human motivation are internal and external causes.

Internal causes are due to psychological characteristics of personality. They are needs, goals, intentions, desires, interests , etc.

External causes are the objective circumstances of professional activity. It is a system of incentives.

The aim of higher education is not to equip the graduate with knowledge but to form a professional capable of solving various problems within the profession successfully. Determinant component of organization of training activities is motivation. Motive is a complex psychological formation that leads to conscious actions and deeds. There are different groups of motives in studying.

1. Social motives - a human desire to improve social status by means of education.

2. Stimulating motives - these are external requirements, such as requirements from parents, teachers, members of the team.

3. Cognitive motivations are realized through getting pleasure from the process of learning and its outcomes.

4. Professional motives appear in student's effort to get solid professional training for efficient work within their profession.

The last two groups of motives are related to the content and process of learning and a desire to master a certain activities. Formation of these of motives has to become a major objective for the universities.

Ukrainian students from the first to the third year of studies have no final certainty about the professional choice. In order for students to study effectively, they must be interested in studying. It is proved that positive attitude to learning provides successful mastery of knowledge and skills. High positive motivation can compensate for the lack of academic abilities. But not vice versa. High level of skills can not compensate for the lack of learning motives and therefore can not lead to academic excellence.

There can be several motives for any activity. There are major and minor motives. The major motivation in educational activities of first year students must be educational and cognitive interest. Only then the educational activity will be effective. Interest- is the motive force of human behavior and the kind of indicator of individual's aspiration.

Modern science is actively investigating the problem of motivation of first year students to studying. The key aspect is the study of factors that influence the forming of positive educational and cognitive students' activity.

The leading method of research is studying the motives in learning of first year students at the university. This method consists of three scales:

* “acquiring knowledge” (the desire to acquire knowledge, curiosity);

* “mastery of the profession” (the desire to acquire professional knowledge and form professionally important qualities);

* “graduation” (the desire to get a diploma in formal learning, the desire to find workarounds in the preparation for exams and tests).

Research conducted at the National Aviation University showed that only 20% of students have a motive to gain professional knowledge. Thus half of first year students do not intend to acquire chosen profession, do not even conceive the content of future professional activity. Thus, to obtain diploma of higher education intend 80% of students.

Another method of studying the motives of learning activities of students is that students choose from a list of suggested learning motives 5 most important to them. The most chosen motives of first year students of National Aviation University are:

* “to be a highly qualified specialist”;

* “to get a diploma”;

* “acquire deep knowledge”.

On the basis of these two studies it can be confirmed that first-year students want to be experts in their field, but do not realize what it means, what efforts they must make to become specialists in their field. Half of the students showed the motive of cognitive interest. Considerable part of students has social and incentive motives to get the approval of parents and others, to achieve teachers' respect.

Such structure of motives of educational and professional activities reflects the state of the modern school education, which is not aimed at the formation of students' interest in acquiring knowledge. It can be claimed that school education is lacking the necessary conditions for the formation of theoretical thinking. However, the problem of school education is the subject of other studies.

Due to the fact that most first-year students' cognitive interests are not sufficiently developed there is need in formation of the motivational foundations of educational and professional activities. This problem may be solved by organization of educational process on basis of problematic studying.

Problems with studying - is the main stimulus that affects the formation of cognitive needs of students and of particular importance this need becomes at the first year of studies. It is on the first and second years of studies when the foundation of the profession which is a professional interest is laid.

Students while studying in higher educational establishments form a definite attitude to various subjects. This attitude is caused by various reasons.

1. The importance of the subject for occupational training.

2. The interest in this discipline.

3. The quality of teaching.

4. The degree of difficulty of mastering this discipline.

5. Mutual relations with the teacher of the discipline.

All these are motivators of studying.

The main factors that affect the formation of motives to learning are as follows:

* content of educational material,

* organization of learning activities

* collective forms of learning activities

* assessment of learning activities and teaching style of a teacher.

Based on these data, we can provide some recommendations for teachers of the first year students.

At first classes with freshmen it is important to make the content of educational material clear, base it on their past experience, to evoke positive emotions. It is important to discuss with the students the value of content of discipline for future profession. Considerable part of freshmen who come to study at universities known little about the profession they have chosen. Therefore, the course "Introduction to the specialty" primarily shows the essence of the profession. It is necessary to build this course so that students could see in practice the application of knowledge.

The teacher should use group forms of studying. Working in a group affects the formation of motivation for studying since it makes all students be active, keep up with the others. Besides, group classes teach students the ability to communicate.

Assessment of knowledge of students seriously affects the motivation for learning. The assessment should be deserved by some educational work, performance of tasks. It is useful to encourage students to self-assessment of knowledge, to assessment of knowledge of their comrades.

Assessment system of students' knowledge should be clear, understandable, reasoned and transparent. It is important for students to be involved in assessment of their own knowledge.

Considerable part of students have not enough developed learning skills: the ability to take notes, build reports for classes, highlight main in the text, correctly organize and distribute study time, and others.

So maybe it is possible to establish for the first year students special training programs, which would include the following components:

* teaching note-taking;

* development of cognitive processes: memory, thinking, concentration, imagination;

* learning terminology of certain discipline;

* classes aimed at the development of communication skills .

It is particularly important that the forming of positive studying motives is affected by communication style and attitude of the teacher to the students.

Conclusion

Motivation is the basis for training professionals of any profession, including the aviation industry. There are different groups of motives for learning, but the most important should be the cognitive and professional motives. The study of motivation of freshmen of Ukrainian universities showed that students want to be experts in their field, but do not realize what it means. Therefore, the teachers of various disciplines who teach at the first and second years have a difficult task - to generate interest to the chosen profession.

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