MOTIVATION TO PRACTICE A TEACHING PROFESSION DURING THE STUDIES AT THE FACULTY OF EDUCATION

Vladimíra Lovasová1 and Jakub Ševcík2*
1Mgr. Ph.D., University of West Bohemia, Czech Republic, lovasova@kps.zcu.cz
2Bc., University of West Bohemia, Czech Republic, sevcikj@students.zcu.cz
*Corresponding author

Abstract

The paper describes partial results of the research implemented with the support of the project SGS-2016-063 – Studying at the Faculty of Education as a place for forming future teacher's professional identity. It is focused on motivation of students of the Faculty of Education to practice the teaching profession. Motivational elements are monitored in terms of their intensity and interaction. From a methodological point of view, this is a questionnaire survey. The result are the identification of key adaptive motives and the design of adaptive motives model for the practice of the teaching profession. Study at the Faculty of Education and its influence is also specified.

Keywords: Teacher's professional identity, Study of teaching, Motivation to study, Motivation to practice the profession.



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CITATION: Abstracts & Proceedings of INTCESS 2018- 5th International Conference on Education and Social Sciences, 5-7 February 2018- Istanbul, Turkey

ISBN: 978-605-82433-2-3