FEATURES OF VALUE ORIENTATIONS
OF STUDENTS OF FUTURE TEACHERS
Bakhtiyar Railevich Fakhrutdinov
Kazan Federal University, Kazan, Russia
Rezeda Kamilevna Khurmatullina
Kazan Federal University, Kazan, Russia
Nadezhda Petrovna Yachina
Kazan Federal University, Kazan, Russia
Flera Gabdulbarovna Mukhametzyanova
Kazan Federal University, Kazan, Russia
E-mail: fbakh93@mail.ru
Recepción: 05/08/2019 Aceptación: 16/09/2019 Publicación: 23/10/2019
Citación sugerida:
Fakhrutdinov, B.R., Khurmatullina, R.K., Yachina, N.P. y Mukhametzyanova, F.G.
(2019). Features of value orientations of students of future teachers. 3C TIC. Cuadernos
de desarrollo aplicados a las TIC. Edición Especial, Octubre 2019, 232-245. doi: https://doi.
org/10.17993/3ctic.2019.83-2.232-245
Suggested citation:
Fakhrutdinov, B.R., Khurmatullina, R.K., Yachina, N.P. & Mukhametzyanova, F.G.
(2019). Features of value orientations of students of future teachers. 3C TIC. Cuadernos
de desarrollo aplicados a las TIC. Special Issue, October 2019, 232-245. doi: https://doi.
org/10.17993/3ctic.2019.83-2.232-245
3C TIC. Cuadernos de desarrollo aplicados a las TIC. ISSN: 2254-6529
234
ABSTRACT
The relevance of the study is due to the fact that life priorities, professional
preferences of Russian youth have changed, new values have been formed.
However, higher education is rarely conducted in accordance with the values and
motivations of students. The aim of our study was to determine the structure and
content of the values and motivations of student. The study of value orientations
of students was conducted using the “polar” questionnaire, revealing the life,
material, moral, aesthetic and professional values of students. B. S. Kruglov’s
method “Determination of formation of value orientations” was also used in
our study. The study revealed the structure and content of values and motives
of students - future teachers of one of the major universities. The results of the
study are applicable for the pedagogical process of higher education.
KEYWORDS
Values, Motives, Learning Goals Of Students.
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1. INTRODUCTION
The transformations taking place in pedagogical education at present have
actualized several important tasks that involve the improvement of the content
and forms of professional training of teachers. The eectiveness of teacher
education does not meet the modern needs of the school. The problem of value
orientations and values of modern teachers is widely discussed in psychological
and pedagogical science in connection with its relevance for the implementation
of personality-oriented approach.
According to Botalova et al. (2016), the value orientation of future teachers-
researchers such as “purpose”, “means”, “knowledge”, “attitude”, “quality”
serve as internal regulators, guides the behavior of future teachers, determines
the preference of aspirations and desires, and contribute to the transformation of
norms and ideals, personal beliefs and life principle.
The inuence of values and motivation on the development of students ‘ skills
to formulate the problem based on critical thinking technology, on the formation
of an inclusive competence of the future teacher is noted in a number of works
(Akhmadullina et al., 2019).
According to Gurova (2000), and Dobrotvorskaya (2002), the idea that learning
and its results is an important step on the path of life is the main value for students.
The way to achieve life goals should be broken down into smaller sub-goals with
a specic visible result. Then the transition to long-term planning will be painless.
Lidaka, Samusevica, and Striguna (2013) consider that it is very important that
students discover the importance of dierent values in the educational process.
However, the structure and content of values and motivation of students - future
teachers was not the subject of scientic analysis.
The aim of our study is to determine the structure and content of the values and
motivations of students - future teachers.
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2. METHODOLOGY
The study of the content and structure of values and motivation of future teachers
was conducted based on a number of theoretical and methodological approaches,
including activity, personality-oriented, systemic and technological approaches.
The following research methods were used: theoretical methods (analysis, synthesis
and generalization of philosophical, cultural, artistic, pedagogical, psychological,
methodical literature); empirical methods (questioning, observation, study
of educational and creative works of students, interviews, conversations with
students and teachers). B. S. Kruglov’s method “Determination of formation of
value orientations” was applied. The method of content analysis was used to
study the motivation of students ‘ learning.
3. RESULTS AND DISCUSSION
The processes of transformation of value systems in modern society aect young
people primarily because young people have a special susceptibility, insecurity
and social mobility. At the same time, there is a dulling of value orientations
among young people, especially among students. The system of value orientations
reects the attitude of students to the surrounding reality, an indicator of the
stability of society, being also part of the spiritual sphere, a manifestation of social
creativity. In this regard, the problem of study, formation of values of students
of pedagogical high school in a reformed society, their structure and content are
relevant. However, the understanding of content of values is dierent.
Values are dened as conscious representations of the subject of value to him,
which are revealed by any verbal methods, both sociological and psychological
(Leontiev, 1992).
Rokich (2002) denes values as “...abstract ideas, positive or negative, unrelated
to a particular object or situation, expressing human beliefs about behaviors and
preferred goals” as ...the rm belief that some purpose of individual existence,
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some mode of action is preferable from a personal and social point of view in all
situations” (Slotina, 2008). The organization of educational activity is one of the
ways of formation of motivation.
Any profession develops its own system of value orientations, professional ethics.
Professional values are those personal factors based on which a person makes
a choice in favor of certain decisions in the professional eld, develops and
performs own activities. Professional values provide the necessary motivation,
personal socially signicant result of all types of professional activity.
One of the ways of formation of motivation is the appropriate organization
of educational activities. The content of the educational material is absorbed
by students in the learning process. The result of training, development and
education of the individual depends on the content of this activity, what parts
(individual educational activities) it consists of, how these parts relate to each other,
what is their content, what is the structure of educational activities. The success
of educational activities also depends on what it is aimed at, what goals students
achieve. According to Gabdreev and Smirnov (2008) «the attitude of students
to their own activities is largely determined by how the teacher organizes their
educational activities, what are its structure and the nature of the presentation of
educational material».
Meanwhile, it should be noted that at present, science has not developed a unied
approach to the problem of motivation of human behavior, terminology has
not been established, and the basic concepts have not been clearly formulated.
Markova (1983) denes motivation as “a set of psychological reasons that explain
human behavior, its beginning, direction and activity”.
Kamenskaya (2003) believes that the motives and values of a student are
purchased, are formed during its ontogenetic development. The motive is the
pursuit of some rather General target States, types of satisfaction or results. The
way to eective learning is through understanding its motivation. Only knowing
what motivates the student, what motivates him to work, what motives are the
basis of his actions, you can try to develop an eective technology of motivation
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management training. To do this, you need to know how certain motives arise or
are caused, how and by what methods the motives can be put into action. Thus,
the decisive factor in the eectiveness of training is motivation.
Outstanding psychiatrist, neurologist and psychologist Myasishchev said that the
results that a person achieves in his life depend on his intelligence only by 20-
30%, and 70-80% depends on the motives that encourage him to behave in a
certain way (Lisovets, 2019).
Educational motivation is a private type of motivation included in educational
activities. Educational motivation is determined by a set of factors: rst, the
educational system, educational institution; second, the organization of the
educational process; third, and the subjective characteristics of the student;
fourth, the specics of the discipline.
At the same time, a signicant relationship of intellectual development with
the success of educational activities has not been proven. A pattern is revealed:
“strong” students dier from each other, but not in terms of intelligence, but
in strength, quality and type of motivation. Strong students are characterized
by internal motivation - mastering the profession at a high level and focus on
obtaining professional competencies, and for weak students - external motivation
- avoiding condemnation and punishment for poor learning, so the activation of
cognitive activity of the student without the development of his cognitive interest
is not only dicult, but almost impossible. That is why the cognitive interest of
students in the learning process should be systematically excited, developed and
strengthened as an important motif of teaching, as a strong personality trait, as a
powerful means of educating learning, improving its quality.
Educational activities associated with creativity. However, it is dicult to attract
poorly motivated or even unmotivated students to creative activity, since the
initial motivation of the student is of great and sometimes crucial importance for
the stimulation of creative self-development.
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According to Andreev (2000), among the motives of this specic type of activity
can be identied:
1) desire to enjoy recognition and respect in the group;
2) the desire to be strong, healthy, intellectually more developed;
3) the desire to achieve success in school, sports, in life, to take a worthy place
in society;
4) the desire to make a career, have a prestigious profession, work;
5) the desire to earn well, to be nancially secure;
6) the desire to overcome themselves, improve their abilities;
7) the desire to raise the level of requirements to yourself, get rid of bad habits,
etc» (Andreev, 2000).
In addition to the lack of motives, several external and internal reasons can
hinder the creative self-development of students:
1) inability to nish the work to the end;
2) lack of ideals;
3) lack of stimulation to the process of training by teachers;
4) lack of peer support;
5) lack of faith in yourself, in your own strength;
6) ignorance of yourself, your strong and weak qualities;
7) lack of literature on self-development;
8) lack of a friend (of a friend) with whom you can consult “the secret”.
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The study of the structure of motivations of University students, knowledge of the
motives that lead to a activity, allows psychologically sound to solve the problem
of increasing the eectiveness of training, as the path to eective learning lies
primarily through the understanding of its motivation. Thus, the main factor in
improving the eectiveness of training is its motivation.
The study of the system of needs and motives of training students of one of the
universities in Russia based on the above concept was conducted by us based on
one of the universities in Russia.
Kruglov’s method “Determination of formation of value orientations” was
applied in the study. The following life goals were ranked on a ve-point scale of
importance:
1.
Autonomy as independence in judgments and estimates:
2. Self-condence (freedom from internal contradictions, doubts)
3. Material security (no material diculties in life)
4. Health (physical and mental)
5. Fun (life full of pleasure, fun, enjoyable time)
6. Interesting work
7. Love (spiritual and physical intimacy with a loved one)
8. Freedom as independence in actions and actions
9. Beauty (the experience of the beautiful in nature and art)
10. Good and loyal friends
11. Knowledge (possible expansion of their education, Outlook, intellectual
development)
12. Happy family life
13. Creativity (possibility of creative activity)
14. Public recognition (respect of others, collective, companions)
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15. Active, active life
16. Equality (brotherhood, equal opportunities for all).
This method was used to identify the content of the goals (values) of life of 1st
year students, future teachers.
The method of content analysis was used to identify the motives of students’
learning. We asked students to write several motives for their studies at the
University. However, then we chose only those motives of learning that were in
the rst place. Working with synonyms made it possible to identify seven main
motivations for the training of students of the University. Next, we calculated
how many percent of students put this or that motive of learning in the rst place.
You can see from Table 1, both at the level of normative ideals (that is, at the level
of beliefs) and at the level of individual priorities (that is, in specic actions), for
students the most signicant are the values of achievement (personal success in
accordance with social standards), independence of thought and action, as well
as the value of security (stability of society, relations and oneself).
Table 1. The ratio of values of different groups of students.
Types of values
Average index and rank the types of values
Level of normative ideals Level of individual priorities
Conformity 2,69 4 1,93 4
Traditions 2,25 6 0,90 9
Kindness 2,45 5 1,05 8
Universalism 1,84 9 0,74 10
Independence 3,95 2 2,34 1
Stimulation 1,90 8 1,83 5
Hedonism 1,65 10 1,23 7
Progress 4,72 1 2,13 3
Authority 2,05 7 1,61 6
Security 2,99 3 2,33 2
Values such as hedonism (enjoyment), universalism (understanding, tolerance,
and protection of the well-being of all people and nature), and stimulation have
the least signicance at the level of normative ideals. Values such as universalism,
tradition and kindness have the least signicance at the level of individual
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priorities. Respect and maintenance of customs, acceptance and acceptance of
ideas existing in a culture, understanding and tolerance do not take priority in
the system of values of modern youth of this sample. Even though at the level
of normative ideals these values occupy a priority place in the system of value
orientations of students, they are implemented in specic actions and behavior
is not always.
4. SUMMARY
The study based on the analysis of literary sources justied the need to rely on the
psychological approach in teaching students.
The structure of values of students is revealed:
• the group of values in self-expression came to the rst place, it is included
in the zone of dissatisfaction;
• the group of material values was in second place, it also entered the zone
of dissatisfaction;
• the group of values in recognition came in third place; it was in the zone
of partial dissatisfaction.
Two groups of values have entered the zone of satisfaction: value in security and
value in social relations. This structure of values of students led to the formation
of a certain structure of motives of students ‘ learning.
The rating of motives of training of the surveyed students in high school is
dened:
• getting an education in order to nd your favorite job;
• obtaining a diploma that would allow you to nd a high-paying job;
• education for a decent future;
• training for self-development;
• obtaining knowledge for development in the profession;
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• education with the aim of obtaining personal freedom;
• education as a common behavior.
Two unsatised values of students in self-expression and material values, acting in
the consciousness of the student together, generate the corresponding motivation
of learning and, accordingly, the goals that the student is already aware of. Two
unsatised values lead to the rst place mainly goals related to the material
(nancial) provision of University graduates in the future. Self-development,
development in the profession as the motives of learning pushed to lower places
in the ranking of motives. Some students do not realize why they are studying at
all (“ I am learning because everyone is learning”).
5. CONCLUSIONS
Therefore, you must create the student’s opportunities to meet the value-
expression, engaging them in active and creative scientic activity, and using active
learning methods. It is important to stimulate the development of motivation
for learning and creative personal self-development of each student in order to
improve the eciency of training students at the University.
It is motivation that is the main tool that will make it possible to increase the level
of students ‘ interest in the educational process, will increase personal scientic
creativity. The study of motivation and its formation are two sides of the same
process of education of the motivational sphere of the integral personality of
the student. The study of educational motivation is necessary to identify the
real level and possible prospects, as well as the zone of its immediate impact on
the development of each student. In this regard, the results of the study of the
process of motivation of learning, showed new processes of the relationship of
the content of the educational process and the formation of students ‘ new goals
and needs.
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6. ACKNOWLEDGEMENTS
The work is performed according to the Russian Government Program of
Competitive Growth of Kazan Federal University.
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