Cite this article as:

Суслова О. И. The Formation of the Motivational Component of Professional Development of Future Special Psychologists. Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology, 2015, vol. , iss. 4, pp. 365-370. DOI:


The Formation of the Motivational Component of Professional Development of Future Special Psychologists


In this article the results of comparative analysis of the notion «professional development», presented by Russian scientists-researchers, stresses the need for its consideration from the point of view of modern trends in professional education. Components of professional formation of future psychologists are special: target, motivational, substantive, procedural and reflexive evaluation. The motivational component represents a set of personal, cognitive and professional motives. The motivational component plays a significant role in the professional development of future specialists. The results of the study can be implemented in educational programs of training of special psychologists


1. Adushinova A. G. Obshchestvenno-pedagogicheskaya deyatel’nost’ v protsesse professional’nogo stanovleniya budushchego uchitelya: dis. … kand. ped. nauk (Socio-pedagogical activity in a process of professional development of future teacher: diss. … сand. pedagogic sciences). Мoscow, 1991. 143 р. (in Russian).

2. Slastenin V. A. Vysshee pedagogicheskoe obrazovanie Rossii: traditsii, problemy, perspektivy (Higher pedagogical education in Russia: traditions, problems, prospects). Nauka i shkola (Science and school), 1998, no. 2, pp. 8–16 (in Russian).

3. Trifonov V. V. Uchebnyy protsess i ego metodicheskoe obespechenie (The educational process and its methodical provision). Мoscow, 1993. 262 р. (in Russian).

4. SakharchukE.I.Puti stanovleniya novogo pedagogicheskogo myshleniya (The way of formation of new pedagogical thinking). Tselostnyy uchebno-vospitatel’nyy protsess: issledovanie prodolzhaetsya (Holistic educational process: research continues). Volgograd, 1997, pp. 78–82 (in Russian).

5. Zeer E. F., Pavlova A. M., Sadovnikova N. O. Proforientologiya: teoriya i praktika: ucheb. posobie dlya vysshey shkoly (The science of professional orientation: theory and practice: a Textbook for higher school). Мoscow ; Ekaterinburg, 2004. 192 р. (in Russian).

6. Stepanenko O. V. Aksiologicheskie prioritety professional’no-pedagogicheskoy podgotovki budushchego uchitelya (Axiological priorities of the professionalpedagogical training of the future teachers). Filosofskoistoricheskie osnovy obshchego obrazovaniya v Rossii: мaterialy vseros. nauch.-prakt. konf. (Moskwa, 3–4 oktyabrya 2002 g.) (Philosophical and historical foundations of General education in Russia: materials of scientificallypractical conference {Мoscow, 3–4 October 2002}). Мoscow, 2002, pp. 338–342 (in Russian).

7. Efremova S. N. Vzaimodeystvie prepodavateley i studentov mladshikh kursov kak uslovie professional’nogo stanovleniya uchitelya: diss. … kand. ped. nauk (Interaction of teachers and students as a condition for the professional development of teachers: diss. … cand. pedagogic sciences). Мoscow, 1997. 193 р. (in Russian).

8. Suslova O. I. Formirovanie motivatsionnogo komponenta professional’nogo stanovleniya budushchikh pedagogovpsikhologov: dis… kand. ped. nauk (The formation of the motivational component of professional formation of future teachers-psychologists: diss. … cand. pedagogic sciences). Saratov, 2007. 153 р. (in Russian).

9. Kudryavtsev T. V. Psikhologo-pedagogicheskie problemy vysshey shkoly (Psycho-pedagogical problems of high school). Voprosy psychologii (Voprosy psychologii), 1994, no. 2. pp. 67– 69 (in Russian).

10. Levitov N. D. Psikhologiya truda (Psychology of work). Мoscow, 1963. 127 р. (in Russian).

Full text (in Russian):
(downloads: 43)
Short text (in English):
(downloads: 36)