THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF THE DEVELOPMENT OF PROFESSIONAL MOTIVATION OF TEACHING STUDENTS DURING PRACTICE AT A CHILDREN’S HEALTH CAMP

Abstract

In the context of modern Russian society, where the need for high-quality educational services is growing, and taking into account the specifics of the work of counselors (students of pedagogical universities, future teachers) in summer children’s camps, it is necessary to determine the key factors influencing their professional motivation in the process of pedagogical activity. Summer children’s health camps (SHC) play a key role in the development of physical, social, emotional health of children. Teachers-counselors working in SHC become important figures in the life of the younger generation, influencing the personal development and socialization of minors. However, work in a temporary children’s collective in SHC poses special challenges for the professional motivation of teachers. This article examines the variable theoretical and methodological aspects of developing professional motivation of counselors (students of a pedagogical university) in the conditions of summer children’s camps, as well as methodological approaches (personally oriented, holistic, systemic) and ways of their implementation that help to increase personal effectiveness in the pedagogical activity of counselors. The article analyzes theoretical approaches to understanding motivation as a special polyscientific phenomenon, identifies the main components of professional motivation of teachers and analyzes the conditions and factors that contribute to their development in the context of the work of counselors with temporary children’s groups in the conditions of summer children’s camps.