Formation of value-motivational attitude of a future teacher to professional activities in the context of lifelong learning

the value-motivational attitude to the profession is an important and integral component in the structure of teacher training. The problem of forming a system of values and motives in the professional development of the personality of a future teacher is significantly actualized in the context of lifelong education as an institution for raising the level of professionalism throughout life. The article discusses the categorical apparatus associated with the problem of value-motivational attitude of the teacher to the professional activity; presents the results of a diagnostic study to identify priority motives for the choice of a teacher''s profession, pedagogical values that are important for university students in their future professional activities. In the experimental study, the following problems were solved: 1) determining the characteristics of the choice of the teacher''s profession in modern conditions; 2) identification of the stability and dynamics of their motivation for professional pedagogical activity from course to course; 3) analysis of the relationship of value-motivational attitudes of students to educational activities with the quality of their training. One of the objectives of the experimental study was to identify the necessary personal qualities and abilities of the teacher in the structure of the pedagogical ideal of senior students as a forecast for their further professional self-determination, readiness to carry out educational activities in accordance with modern requirements for the profession.