Motivational and ?ognitive ?haracteristics of Secondary School Teachers in the Process of Professional Development

Abstract

The goal of this research is the study of motivational and cognitive characteristics of the secondary school teachers who are at different stages of professional development: the stage of adaptation and professional maturity. Career orientation and indicators of metacognition (metacognitive knowledge and metacognitive activity) were considered. An empirical study on a sample of 60 people with the use of test methods and methods of mathematical statistics was conducted. All subjects were women. The age of the subjects in the group of adaption was under 30 years, in a group of mature educators- from 30 to 40 years old. As it turned out, career orientation and metacognition of teachers do not remain unchanged in the process of professionalization. If during the period of professional adaptation the greater importance is given to the formation in the professional sphere, service to people, the teachers with 10 to 15 years experiencewho have already established themselves in the professional sphere, put forward firstly personal values: the stability of employment and place of residence, their own interests. The importance of social values is being decreased. The components of metacognition have rectified dynamics: metacognitive activity with age and experience reduces, and the level of metacognitive knowledge of female teachers under 40 years old increases.

DOI: 10.5901/mjss.2015.v6n6s5p199