Formation of future foreign language teachers’ positive motivation to educational and professional activities

Abstract

The article reveals a relevant problem in the field of the theory and methodology of vocational education – forming the future foreign language teachers’positive motivation to learning and further professional activity. The purpose of the article is to substantiate the expediency of creating positive psychological climate as an effective factor in the process of forming the future foreign language teachers’ positive motivation to learning and further professional activity. Psychological climate has been defined as an essential factor in the process of forming the mentioned phenomenon, namely: as an indicator of the relationship between a person and group, the totality of all influences of members of the student team on each other which promotes or hinders the productive co-activities, the individual’s comprehensive development in the group and satisfaction  of the social needs of its members. The favorable and unfavorable characteristics of psychological climate have been determined, in particular, students and teachers’ optimistic mood, which guarantees a benevolent tone of pedagogical interaction and successful  cooperation;  mutual assistance,  support  and fair treatment of all participants in the educational process, etc., are considered favorable indicators of psychological climate Unfavorable characteristics of psychological climate include inertia, conflicts, aggressiveness, suppressed mood, indifference,  lack of justice  and equality  standards  in the relations  between  members of the student group.