COMPARATIVE ANALYSIS OF THE MAIN MOTIVES FOR PROFESSIONAL DEVELOPMENT OF FEMALE TEACHERS AND MALE TEACHERS

The article presents the results of studying the main motives for professional development of female and male teachers. Relevance. The requirements of the professional standard imply systematic professional development of a teacher. Vocational training centers, universities and educational development institutions, state, municipal and non-state offer various programs for professional development and training of the teaching staff. However, teachers are reluctant to respond to their suggestions and focus primarily on the short-term and low cost of courses. There is a contradiction between the large number of available programs and advanced training courses and the low level of interest in them among teachers. The study of the motives for professional development, in our opinion, will make the content of advanced training courses and the form of their organization be more attractive for the teaching staff. Goal. To identify and reveal the motives for advanced training and professional retraining of teachers-trainees of advanced training courses with teaching experience of no more than 5 years. Procedure and methods. To conduct the study, the methods of questioning, interviewing and conversation were used. Scientific novelty and/or theoretical and/or practical significance. In the course of the experimental work, groups of socio-moral, social and economic motives were identified, as well as motives for choosing the subject and venue of advanced training courses, approval of others et al. Based on the research data, the authors note a higher activity of young teachers in relation to their own professional development. Results. The study revealed a steady increase in self-educational activity, the desire for professional and personal self-realization, career growth among teaching staff. There are no significant differences in the motivation of men and women, however, men have a predominance of socio-moral motives, and female teachers have motives of approval, achievement of status, stability. Conclusions. When choosing the form and selecting the content of advanced training programs, it is necessary to take into account the age and gender characteristics of teachers' motivation for advanced training: advanced training and professional retraining are most attractive for young professionals, mature teachers are more likely to improve their professionalism, obeying the requirements of the head or in connection with the upcoming certification. For female teachers, the most significant motives for professional improvement are socio-moral, for male teachers - social and economic. These differences should be taken into account when building professional development programs, organizing professional retraining.

profession of a teacher, professional development, motive, socio-moral motives, economic motives, professional activity, personal meaning

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