While studying at the university, the foundation for a future career is laid, the student enters into new contacts, gains experience of professional interaction. The requirements for a modern graduate of a pedagogical university are quite high.

All skills are divided into two categories.

The ability to learn is an important component of the category of the teaching profession. Today, the rate of obsolescence of knowledge is higher than before, so they require constant updating. The ability to learn is manifested in the ability to organize your time, plan and control your educational work, organize the search for the necessary information, choose the appropriate methods, establish mutual cooperation. It is also the ability to make decisions about your own learning process and self-motivation.

The educational process at the university includes theoretical and practical lessons. Theoretical classes include mainly lectures, practical training include seminars, workshops, laboratory works and training or industrial practice. Do not underestimate the importance of lectures and try to master the material on your own. The teacher can choose the right material and present it in the required context.

Studying at a pedagogical university makes it possible to be immediately inside pedagogical process... At the same time, acting simultaneously as an object and a subject teaching activities... The learning process at a pedagogical university is, in parallel, a moment of pedagogical practice. Here there is an opportunity to analyze the educational process not just from the point of view of an ordinary student, but also from a professional point of view.

Sources of self-education

It is important in the learning process to expand the number of sources of self-education by attracting external resources. External resources in this case include traditional: books, periodicals, funds mass media, distance self-education.

The second source is research activities. In the process of exploring the world around, the future teacher organizes his knowledge and forms a personal pedagogical style, professional and personal worldview. There are many opportunities for research activities in a teacher training institution. Research activities increases the level of self-education and helps in finding like-minded people.

The third source of systematic self-education is learning in different courses. These can be courses in shorthand, study foreign language, public speaking courses and so on.

Work can be an additional source of self-education. While studying, there is a great opportunity to try yourself in different types activities, visit different professional roles. Students of pedagogical universities can engage in tutoring, work as nannies or counselors, and do linguistic translations.

The surrounding reality is the fifth source of self-education, which includes the events taking place around; people with whom communication takes place, their knowledge and experience. It is necessary to learn how to transform information from the surrounding world into useful information for oneself, to pass it through a professional prism. This approach develops reflexive skills and helps to develop your own model of behavior in similar situations. The skill of teamwork is of particular importance for teachers. It includes:

• the ability to connect others to help you in your work;
• the ability to neutralize conflicts;
• the ability to plan their activities;
• the ability to edit the work of the group;
• the ability to generalize scattered material.

Another source of self-education is very important for the future teacher - his hobbies, the so-called "special skills".

Sometimes students, entering a university, discard everything, in their opinion, “superfluous”, “interfering with studies”, “entertaining”. And in vain. An additional field of activity that is not directly related to professional self-education is extremely necessary for a teacher. Why is it important to have not a narrow profile, but a broad outlook? First of all, to increase their own authority in the eyes of future pupils and colleagues. If you sing well or love scuba diving, or know how to play chess, or embroider magnificent landscapes with a cross, this experience can be useful for your students, because they, like you, always want to communicate with an interesting person who can teach them something. something new besides school curriculum... Therefore, no matter how passionate you are in achieving professional heights, do not forget to develop in other directions as well!

Conclusion

It can be concluded that training at a pedagogical university provides an opportunity to increase professional competence, self-diagnosis and correction skills, both professional and personal qualities, orientation in the educational field and the acquisition of useful connections.

Professional activity of a young teacher

After graduating from the university and receiving a diploma, a teacher expects professional activity. New responsibilities await the young teacher. From the very first day of work, he bears the same responsibility as experienced specialists. Entering a specific school environment with special customs and laws that will need to be mastered and accepted. Young specialist you will have to combine the role of a teacher and a student, listen to the advice of more experienced senior colleagues.

Professional development of a teacher leading to the achievement of professionalism and pedagogical excellence is a long, continuous process. We can say that this is a lifelong journey. On this path, certain phases of the formation of a professional can be distinguished:

• optant phase is a period of professional determination,
• the adept phase is the period of mastering the chosen profession in a vocational educational institution,
• the adaptation phase is a period of entering practical pedagogical activity,
• the internal phase - the formation of a teacher as an experienced teacher,
• the phase of mastery implies the acquisition of special qualities, skills by the teacher or transformation into a generalist,
• the phase of authority - the acquisition of authority and wide popularity in one's own circle or outside it, accompanied by the presence of a rich pedagogical experience,
• mentoring phase - characterized by the presence of like-minded people, followers, students among colleagues and the opportunity to share experiences.

• transforming training goals,
• improving the structure and content of teacher education,
• renewal organizational forms and methods.

School teachers wield power that prime ministers can only dream of, said British Prime Minister Winston Churchill. It would seem that power is a sweet pill that the most ambitious aspire to. What's really going on? Do many people dream of becoming a school teacher? Do school teachers have status the mighty of the world this, do they wear an aura of prestige?

We could not resist and decided to talk with several students of the most different pedagogical universities our country. We asked them about teaching, about their own school experience, about what they are taught alma mater and what they think about Russian education.

They have the floor.

I am now in my fifth year (thank all the Gods that he is the last). I will look for another job where I can apply the knowledge gained over these five years, or at least I will be creative. For example, I really love handicrafts.

In my opinion, teachers now have less rights than students. All that a teacher has the right to do is, at the very least, to motivate children to study.

But what if the child does not want to study and the parents gave up on him?

Nothing will help here: neither kick out of the class, nor give a deuce for bad behavior, nor scold. Children themselves understand this, they become impudent and spit in the eyes. This is not the case in private and elite schools, but in ordinary average schools there is real chaos.

The federal state educational standard drives you a little crazy, practicing teachers themselves say that this system is just utopia - good in theory, but it is extremely difficult to implement it. What does the FSES mean? The student is at the center of learning. The teacher pushes off the student. The student wants to move on. Where have you seen a dozen students with a burning zeal for learning? Only a few. In this case, the teacher should create a supportive learning environment in which, ideally, children will suddenly have a desire to learn.

But in practice, it turns out that the tools that were provided to the teacher for the implementation of the federal state educational standards, make it necessary to prepare for only one lesson for at least a couple of hours (even for an experienced teacher). This system is not just not perfect, it works poorly. And many teachers and educators are just waiting for new changes in the education system when a new broomstick comes along.

I entered the pedagogical school simply because there were many budget places and there was no excitement. Back in the 9th grade, I decided that I would study philology: I always liked reading and therefore I chose literature - you can create there, and, of course, I love the Russian language, its history, brevity and at the same time breadth. When I entered and studied for a year, I proudly realized that there is absolutely no corruption in our faculty. Our teachers do not take bribes and always ask you not to bring flowers to the exam. I understand it this way: firstly, they are writers and Russianists, and such people cannot be spiritually uneducated. After all, bribery is base and disgusting. Secondly, many of them are of middle age and older, that is, they were brought up in the USSR, and then raised real conscientious, honest members of society.

In the 4th year we went to practice, it was at first passive, that is, they listened, and then analyzed the lessons of the teachers, and then there was an active practice, in which they already tried themselves as teachers. The first active practice was practice in Russian, it is for all students in the middle level (grades 5-8), on the 5th year, at the beginning of the year right away, there was practice in literature in the senior level (grades 10-11). Everyone had a lot of impressions from the practices, well, this is natural.

A great feeling when you are addressed by name and patronymic.

In fact, I am a vocal teacher, artist-vocalist, performer of folklore works, Russian romances and works of authorship of the XIX-XX centuries, the leader of a folk choir.

I got an interest in music as a child. I showed myself very well in the school choir, so the music teacher advised my parents to send me to a music school and I entered the piano class. To be honest, I still have no idea how it is possible to teach the piano correctly: you either learn the pieces or not, and the teacher only corrects your playing.

I never spent more than two or three hours at school. A couple of times a week I went to the specialty, which was still of some use, once to the choir, where there are either military songs or children's songs, which, as for me, have already gotten everyone.

I have nothing against military or children's songs, moreover, I like some very much, but how boring it is to sing them. Well, why should we perform "Darkie" for the hundredth time? The repertoire is very narrow, as a rule, it lacks something modern. As a result, I subsequently gave up the choir altogether and went to study pop-jazz vocals. Once a week I went to solfeggio and music literature. Needless to say, they were taught no less boring: dry presentation of facts. I could barely sit out in class. And I'm not the only one. I assure you, absolutely no one was interested in listening to all this.

Overall, educational process was incredibly boring, and soon it became unbearable. From that moment on, I constantly skipped classes and came up with some incredible stories about why I missed them: I got stuck in an elevator, stayed at school, flew to the moon, and so I missed class, Zhanna Vladimirovna.

I remember that from school we sometimes went to competitions, even abroad. True, they often had to pay ourselves, but everyone was fine with it. In general, contests are a useful thing for developing oneself as a future concert artist, but I still don’t like contests. It seems to me that creativity is not a sport and there is no need to be the first here. I prefer festivals.

Something modern was not allowed to play, this direction is absolutely not developed in our country, they constantly slip Bach and Mozart. I liked composing my own music most of all, and not performing classical etudes for the hundredth time.

All that remained was to come to terms with it, but I never rebelled, did not beg to let me play something modern or original in the exam, I just reluctantly did what they said, and already at home I composed a variation on the theme of the work.

In general, if we talk about a music school in Russia, I can endure several main problems.

• Firstly, this is the lack of an adequate theory of teaching music to children and (or) people who may be interested in presenting material to them. I think it would be right to give children more of modern music (even popular, mainstream), and then consistently move on to the classics, to more complex things. In my music school, nobody wants you to be interested. Teachers dryly present information and wait for a response, which simply has nowhere to come from, it is difficult to perceive the knowledge that is conveyed to you by the methods “I told you, even if it’s not interesting, even if without any hint of creative activity, it’s your job to learn”.
• Secondly, the total lack of musical taste among teachers, as a result of which the lack of it among students. Don't be surprised if you see someone who can play the piano brilliantly, but still listen to second-rate, mediocre music. I'm not kidding. This happens even in institutes, schools and colleges. It's everywhere. And the worst thing is that such people - musicians - have a monstrous musical taste and absolutely not be able to properly analyze music. It seems to me that a music school should be a pioneer in bringing up children of good musical taste, but if even the teachers don't have it, it's just nuff said (sic).
• Third, there is a huge shortage of contemporary music in the programs of classical music schools... And this also comes from a lack of musical taste and knowledge of contemporary music. People have a very narrow range of knowledge when it comes to contemporary musical art. It is difficult for them to perceive something new, there are many conservatives among musicians. It is easier for them to take Bach from the library than to download the sheet music of some contemporary composer from the Internet (and they have no idea about these composers). What to do about it? Do not know. Everyone has a taste for music and the habit of analyzing music can not be instilled.

I chose this university because it is not far from home, and the profile - because I did not want to receive only linguistic education. It seems to me that it will be more difficult with employment, but together with pedagogical, I will definitely not be left without work. Those who know English and can teach will not be left without a crust of bread in the next thirty years.

Now I am engaged in tutoring, but before that I had practice experience in primary school... I got positive impressions there, everyone in elementary school was so obedient and cute, except that there was too much paperwork: reports, lesson scripts, portfolio ... I got tired of that. When I went to practice, I thought about taking a break from studying, but it turned out the opposite - when it was over, I sighed with relief.

Yesterday I tried to explain to my younger brother, a fourth-grader, the subject of English that they are currently studying. Something came to him, and he is an excellent student. It turns out that since he has not mastered this material, then so will the majority in the class. Nowadays, many parents resort to the services of tutors, because at school, in English lessons, their children do not understand and do not have time.

Maybe I'm wrong, but this is how I see education in our country today: English is taught incorrectly in our schools. A teacher cannot teach a child to be fluent in the language in 2 hours a week. Even if it is a very talented, intelligent and child-loving teacher and a capable student. The result is logical: the average graduate of a comprehensive school cannot use the language after 9-10 years of study!

For the same reason, it's too early to make English a compulsory subject - most students will fail it, and poor teachers will simply go crazy.

As far as I know, a unified teaching methodology in English, which, for example, was in the Soviet Union, now in Russia is not. As an educator, I consider learning English not a purely personal matter, but a completely natural part of modern education... Undoubtedly, it is better to study a language in a language environment, there it happens faster. Plus, do not forget that everything in a person's life depends on him. Many people make up for their lack of natural ability with hard work. Even if they are not overly talented, hard work sometimes helps them achieve even greater results. Therefore, I think that you should not shift the responsibility to others if something does not work out for you.

Our educational programs must change. Universities are not yet able to train a professional, since they give students only educational competencies, not professional ones, and the diploma indicates the level of educational qualifications without reference to professional activities. It is necessary to adjust the programs and for the requirements of the specific labor market.

Or, for example, in the process of mastering educational program the student needs to study the compulsory disciplines and choose optional courses, at will, having collected the required number of credits (a term that is used in modern Western education systems and denotes the assessment of knowledge). The question is, why can't I study more than the amount of credits?

It would also be great to involve people who have successfully proven themselves in the profession and have achieved success in the seminars, so that they share their experience. Basic knowledge, of course, is necessary, but life is changing and students need a modern vision of the areas of their future activities. In practice, this is difficult to do, since employees do not have a clear benefit and time to devote students to work.

I would introduce more oriented electives, for example, how to pay taxes, how to draw up an inheritance, and so on. Etiquette is required. I would also like to give students an additional specialty that would help them get a job in life, in case they cannot get a job in the main specialty.

Also, students cannot work full-time, so meals and office supplies could be free.

Soviet education was considered the best in the world, I don’t know if it was worth lowering its level to the European one. Take, for example, the Bologna system, which our country joined in 2003. On the one hand, it helped create a single educational space for us and the countries of Europe, and now graduates of our country can study abroad. On the other hand, huge funds were spent to modernize our higher education system, which, in my opinion, did not meet expectations. And we must not forget that the Bologna system sets very strict requirements for the process and content of education, as a result of which the motivation of students to study has decreased, and teachers have been placed in a rigid framework.

Due to the Bologna system, our employers still do not understand the correspondence of degrees, for them a bachelor's degree is an incomplete higher education.

At one time, there was a lot of talk about equating a bachelor's degree with a secondary specialized one, although the supporters of this system assure that the levels of education (bachelor's, master's, postgraduate studies) are completely market-oriented. But in reality, employers are not sufficiently informed about the training levels of specialists.

The main duty of any teacher is to create a comfortable atmosphere in the classroom, otherwise it will not be possible to convey information clearly. And whether a student uses this knowledge is his own business. If a student does not have high claims to himself and his studies, then usually he ends up with triplets in his diploma and, I think, in this case, the teacher is not responsible for this. At school, the situation is a little different. Teachers have more responsibility for children, since this is still a compulsory education. Adults come to universities for additional knowledge, who decide for themselves how and in what form they will receive it.

In my opinion, the marks in the diploma are important if a person wants to continue their studies abroad. For example, Germany has very high passing scores for a diploma obtained in Russia, and highest mark there is generally one. That is, a person who has a bachelor's or master's degree with triplets will not be able to study abroad. In Russia, everything is different, our employers do not pay special attention to grades, for them work experience, knowledge of the language, computer skills, and manner of communication are important.

The monograph is based on the results of a sociological study carried out within the framework of the comprehensive research program of the Russian Academy of Education "Sociology of Education". the book contains materials from a sociological survey of 1469 students of pedagogical universities in Moscow. The paper analyzes the issues related to the peculiarities of the selection of students in a pedagogical university, the motivation for obtaining higher pedagogical education, the professional plans of students after graduation. Particular attention is paid to the study of the attitude of students to the content of their education. Separate chapters of the monograph are devoted to the consideration of issues related to the interaction of students with teachers, combining study and work, participation in research activities. the materials obtained in the course of the sociological survey are analyzed in relation to the influence of gender, age and social-stratification factors. The book is addressed to specialists in the field of pedagogy, psychology, sociology and cultural studies, employees of the system of higher pedagogical education. The materials of this monograph can be used in the preparation of students of pedagogical, sociological and psychological faculties of universities, in advanced training courses for workers in the field of education.

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The second important indicator testifying to the “investment” of a family in a child's education is the assessment by the students themselves of the level of school education received. The results of the survey show that students of technical universities, in comparison with students of pedagogical universities, are more satisfied with the level of their pedagogical university of school preparation, considering that “the knowledge acquired at school was quite enough for admission to a university” (respectively 33.8% and 22.7%, p = .0001). note that the answer to this question significantly differentiates graduates of specialized schools, lyceums and gymnasiums who entered pedagogical and technical universities. These data are shown in Figure 2. As can be seen from the data shown in the figure, among those students of pedagogical and technical universities who graduated from general education, Figure 1 V.S. Sobkin, O. V. Tkachenko Student Distribution of students of pedagogical and technical universities by type of school they graduated from before entering a university (%) Figure 2 Opinions of graduates of various types of schools about the sufficiency of the knowledge they acquired at school for admission to a university (%) (only one in five) positively assess the quality of their school knowledge. a different situation arises when comparing the answers of graduates of specialized schools, lyceums and gymnasiums. graduates of these institutions who entered technical universities, much more often than those who entered pedagogical universities, believe that the knowledge they received at school was "quite enough for them to enter the chosen university." On the one hand, these differences may indicate that the level of education of lyceums, gymnasiums and specialized schools graduated from students of technical universities is significantly higher than that of students of pedagogical universities. On the other hand, another explanation is also legitimate: students of specialized schools, lyceums and gymnasiums, weaker in their academic performance, end up being students of V.S. Sobkin, O. V. Tkachenko Student of pedagogical universities. 1.2 TYPE OF SCHOOL LEARNING AND ACADEMIC PERFORMANCE IN HEI Of particular interest is the question of the impact of the type of education received at school on academic performance in HEI. the results obtained in the course of the survey show that education in one type of school or another has an impact on the academic performance of a student at a pedagogical university. so, for example, among students who graduated from a general education school, 34.4% have a high level of academic performance while studying at a university (study with grades); among those who graduated from special schools, the proportion of excellent students is 40.9%, and among graduates of lyceums and gymnasiums - 41.2% (p = .03). Note that among students of technical universities, there were no significant differences in academic performance depending on the type of educational institution they graduated from before entering the university: the share of "excellent students" among those who graduated from a general education school was 28.3 %, special school - 29.7%, lyceum or gymnasium - 33.7%. This gives grounds to conclude that the recruitment of students from general education schools to technical universities is carried out more rigorously, since they do not differ in their academic performance at a university from graduates of special schools, lyceums and gymnasiums. at the same time, the question arises as to how long the efficiency of the obtained in school years type of education. To this end, let us compare the academic performance of students in the 1st, 3rd and 5th years of pedagogical universities who graduated from different types of 1 schools. The analysis shows that significant differences in academic performance are manifested only between first-year students who graduated from secondary schools and lyceums (gymnasiums). Thus, among students who graduated from general education schools of higher education, the share of "excellent students" in the 1st year is 26.0%, and among those who graduated from lyceums and gymnasiums - 35.1% (p = .03). Accordingly, among graduates of general education schools, the percentage of “C grade” students is noticeably higher than among graduates of lyceums and gymnasiums: 15.2% and 8.1% (p = .02). We emphasize that in the older years (3rd and 5th years), such differences are no longer manifested. Thus, the above data show that training in specialized types of educational institutions (such as lyceums, gymnasiums) is a very significant contribution (“social capital”) of V.S. Sobkin, O. V. Tkachenko Student exactly on initial stages training at a teacher training institution. further academic progress depends on other factors. In general, the presented materials allow us to conclude that recruiting into the teaching profession already at the stage of obtaining higher pedagogical education is focused on weaker social groups (in comparison with technical universities) both in terms of the educational status of parents, those who enroll in pedagogical universities, and in terms of their level of school preparation. 1.3 TUTORING AS A MECHANISM OF SOCIAL SELECTION TO A HIGHER EDUCATION INSTITUTION In addition to analyzing data on the impact of school specialization on admission to a university (comparing the contingent of students of general education schools, special schools, lyceums and gymnasiums), materials related to other forms of special training for admission to the university. so, for example, among students of pedagogical universities, 23.9% indicated that when preparing for entrance exams to a university, they “did not have enough knowledge acquired at school, and they were forced to study with a tutor” (note that practically such the percentage of those who chose this answer turned out to be among students of technical universities - 19.9%). At the same time, it is important to emphasize that among those who studied with a tutor, almost every second studied with a tutor from this particular university - 39.7%. recalculation of these data regarding the total number of students studying at a pedagogical university shows that almost every tenth student studied with a tutor from this university upon admission to it. 14 Assessing these results, we emphasize that today the attitude towards tutoring in society is clearly ambiguous. Tutoring is viewed both as a form of additional advanced education, and as a form of special training that increases the chances of successfully passing entrance exams, and, finally, as a form of bribe hidden by a pedagogical university. it is the last moment that is recorded as a clearly negative social phenomenon that deforms the higher education system. If, in this regard, we turn to the students' answers to a special question about bribes when entering a university (“Have you encountered the phenomenon of bribery when entering your university?”), then the results obtained show that a positive answer (“it was personally related to me ”) was given by relatively few - 3.4%. However, among those who faced the phenomenon of bribery when entering a university, the share of those who pointed to V.S. Sobkin, O. V. Tkachenko A student with a tutor from this particular university turns out to be extremely high and amounts to 70.8%. This allows us to make a fairly unambiguous conclusion that tutoring with a teacher of the university to which the applicant enters is really considered as a special form of bribe. Note that the data presented allow us to substantiate the conclusion that within the very institutional organization of the higher education system there are special “gray” funding mechanisms that act as significant factors in blocking attempts to introduce a single state examination exactly how social mechanism, democratizing the possibility of entering a university. we add that this trend is characteristic not only of pedagogical universities. for example, in technical universities, the trend is the same, but not so clearly expressed (16.6% of those who faced bribes studied with tutors from this university). The lower percentage in technical universities is quite understandable, since, as we have shown above, a stronger contingent of applicants goes to these universities, in comparison with pedagogical universities. It is characteristic that of those students who faced the phenomenon of bribery when entering a university, every fifth (19.1%) records that situations of bribery arise personally for him and at subsequent stages of study at the university. This allows us to supplement the previous conclusion: the existing “gray” schemes and mechanisms for selection to universities have long-term Negative consequences, since admission for bribes is not only a factor in the low academic performance of these students, but also deforms the general moral and ethical atmosphere educational process at the university. Continuing the analysis, it should be noted that the comparison of the answers of two groups of students (those who studied and did not study with the tutor before entering the university) did not reveal any significant differences in the level of material security of their parental family. at the same time, differences in the educational status of parents turned out to be clearly significant. so, in particular, among those who studied 1 with a tutor, the share of those whose parents had a higher education was noticeably higher (among those who studied with a tutor, 69.4% had a higher education, and among those who did not study - 55.2%, p = .0001; respectively, father - 75.3% and 57.5%, p = .0001). In such a pedagogical university, a lesson with a tutor can be considered as a special strategy for supporting parents with higher education your child. in other words, for parents with higher education this is a kind of “insurance” against the threats associated with downward educational mobility. In this regard, it is important to note that another form of special preparation for entering a university, which is associated with classes in preparatory courses, turns out to be more preferable for children from families with an average educational status of parents (among those, V.S.Sobkin, O. V. Tkachenko Student who studied at preparatory courses, the share of children with a mother's secondary education - 43.5%, and among those who did not study - 38.0% p = .02; respectively, father - 42.4% and 35.4%, p = .003). Thus, we see that different forms of preparing a child for entering a university turn out to be oriented towards different social strata: lesson with a tutor is more typical for families with higher education, and lessons in preparatory courses are for families with a secondary level of education. Perhaps the greater focus of families with a higher level of education on tutoring services is associated not only with the individual character of the child's preparation (as opposed to classes in preparatory courses), but also with the fact that parents with higher education more easily establish individual contact with university teachers (we can say about special information and social networks serving the process of placing a child in a university). in other words, here we fix the role of social stratification factors in the establishment of special social contacts between parents and representatives of the sphere of higher education. 1 Chapter 2 motivation for obtaining higher pedagogical education from a pedagogical university in addition to the analysis of objective social factors influencing recruiting in the teaching profession, it is important to consider subjective ones as well. here, first of all, it is necessary to highlight the issues concerning the motivation for obtaining higher pedagogical education. at the same time, we note that the study of the peculiarities of V.S. Sobkin, O. V. Tkachenko Student tei of motivation that determines admission to a university is a traditional storyline sociological research dedicated to the student body. Three areas can be conventionally distinguished among them. One of them is related to the study of changes in the motivation for obtaining higher education at different stages of building professional plans. so, for example, in the study of L.Ya. Rubina paid special attention to comparing the stages of the choice of a certain specialty by young people and the choice of a particular university. The obtained results confirmed one of the author's main hypotheses that the initial stage of the formation of professional plans is associated not so much with the choice of a profession as with the occupation of a certain social position - obtaining a higher education: the framework of labor, the most preferred by nature ”(Rubina L.Ya., 1981, p. 87). Moreover, it is characteristic that the influence of the “social plan” is also manifested in the differences in the motives for choosing a higher educational institution of a particular profile. so, for example, according to data carried out by L.Ya. Rubina of the survey, students of a pedagogical university, compared with students of polytechnic and medical universities, significantly less often noted that the motive for entering a university for them was "interesting work in the future" (respectively: 36.4%, 52.0% and 50.0 %). Let us add that, in addition to this, the students of the pedagogical institute were less likely to mention two more motives: “the demand for specialists in this profile” and “following the family tradition”. Thus, in sociological studies carried out in the 1970s, significant aspects related to the choice of a teaching profession were recorded: both the lower content attractiveness of the teaching profession, and its lower social status, and the lack of expression of socio-psychological attitudes among young people to reproduce family labor traditions when choosing this profession. This testifies to the fact that already in the 1970s, a characteristic complex of problems emerged, which made it possible to speak of the ineffectiveness of the social policy pursued by the state in relation to the formation of teachers as a professional group. Another area of ​​sociological research is related to the study of problems typical for pedagogical universities, which are based on the conflict between the desire of students to get a higher education in a pedagogical university and at the same time their unwillingness to work directly in school after graduating from a pedagogical university. This problem manifested itself quite clearly in the monitoring studies of Krasnoyarsk sociologists studying the motivation of applicants when entering a pedagogical university (A. M, Sergeev M.I., Drozdov N.I. et al., 1999). indicative in this regard is the dynamics of change in the proportion of those respondents who are focused on work in school after graduation: in 1992 - 31.0%, and in 1999 - only 14.0%. It should be noted that this tendency is substantively correlated with V.S. Sobkin, O. V. Tkachenko Student and with objective indicators. So, for example, if in the 1980s the salary of workers in the education sector was approximately the same as in industry, communications, construction and the financial sector, then in the early 1990s there is a significant differentiation of the level of wages in these sectors of the economy: salaries in finance, credit, insurance are increasing sharply, while the salaries of educators are significantly reduced. This trend continues today. if in the 1970s, industrial wages were 112% of the average wage in the economy; in finance - 97%, in education - 90%, then in 2003 the ratio is as follows: in industry - 117%, in finance - 127%, and in education - 62% (Russian Statistical Yearbook , 2004). and, finally, the third direction of research is connected with the analysis of the dynamics of changes in the motivation for obtaining higher education at different stages of study at the university. in particular, in the study by Yu.R. Vishnevsky, L.N. Bannikova and Ya.V. Didkovskaya (2000), carried out on the basis of a survey of students from various universities in the Sverdlovsk region, revealed the characteristic features of the change in the motivation of third-year students both in terms of specifying their professional plans and in terms of their satisfaction with the quality of education and professional specialization. Taking into account the results of the above studies, in our work we put the main emphasis on the study of the substantive features of changes in motivation at the stage of initial professionalization, that is, throughout the entire period of study at a pedagogical university. At the same time, it is important for us not only to trace the dynamics of changes in the significance of certain individual motives that induce a student to study at a university, but also to identify those structural changes in motivation that allow us to consider them as a manifestation of a kind of crisis learning activities... in this regard, by the way, of particular interest is the analysis of differences in the motivation of 1 learning among students with at different levels academic performance. It is clear that in the course of the analysis, it will also be important for us to identify the role of gender and socio-stratification factors in differentiating the significance of certain motives for studying in a teacher training institution. These are classic plots of sociological analysis. pedagogical university 2.1 influence of gender and socio-stratification factors V.S. Sobkin, O. V. Tkachenko Student, to study the features of the change in motivation that determines the acquisition of a teaching profession, we offered the respondents a special question, where various motives were offered as answers, which characterize: pragmatic orientations associated with professional prospects, striving for personal development , orientations that determine social success, etc. The results of answers to this question are shown in Table 2. As can be seen from the data in the table, external motives associated with the social environment (“approval of others”, “parental demand”, “traditions families ”) are clearly not relevant and are noted by a small percentage of the surveyed students. in general, additional table 2. Distribution of answers to the question about the motives of studying at a pedagogical university (%) General Boys Girls P = Desire to become a specialist in a particular field 61.5 46.0 61.7 .0001 For self-development 44.1 42 , 0 42.6 Desire to acquire new knowledge 38.3 34.8 37.3 Desire to obtain a diploma of higher education 34.6 29.9 34.0 Desire to obtain a certain social status after graduation 31.1 21.4 31.5 .001 Desire to simply get a well-paid job 20.5 24.6 19.0 .02 The profession I have chosen requires higher education 17.1 15.2 16.7 Family tradition 5.0 6.7 4.5 Desire to avoid military service forces 4.4 28.6 0.1 .0001 Requirement of parents 3.5 4.0 3.2 Striving to gain the approval of others 1.4 2.7 1.2 Substantive motives play a dominating role: “the desire to become 1 specialist”, “ desire for self-development "," desire to acquire new knowledge "and motives associated with social achievements (" obtaining a diploma of higher education "," p obtaining a certain social status after graduation ”). pedagogical higher educational institution, the data given in table 2 record very characteristic gender differences. for example, the external motive “the desire to avoid service in the armed forces” is very significant among young men and occupies the fifth position in their rating, clearly ahead of such motives as “the desire to obtain a certain social status after graduation”, “desire to get a well-paid job "and" the desire to get a higher education in connection with the chosen profession. " In principle, studying at a university as a way for young men to receive a deferral from military service is a fact of V.S. Sobkin, O. V. Tkachenko Famous student. And yet, the scale of the prevalence of this motive among young male students of a pedagogical university is striking, where it is noted by every fourth person. in addition, the motivation associated with the desire to get a high-paying job is more typical for young men. in other words, traditionalist gender attitudes play an important role in determining the motives for obtaining higher professional education when material support family acts as a characteristic function of the social role position of men. In this case, it is interesting that such motivations are actualized by young men even with regard to such a field of activity where the level of wages is significantly lower than in other sectors. Compared to boys, girls are much more likely to mention such motives as “the desire to become a specialist in this field” and “the desire to obtain a certain social status after graduating from the university”. On the one hand, this testifies to the fact that the teaching profession itself is more often viewed by girls as an area of ​​professional activity that is acceptable specifically for women. In this regard, this type of motivation substantively correlates with the general tendencies of the feminization of the teaching profession, which, by the way, manifests itself already at the stage of primary professionalization, since the percentage of girls in pedagogical universities is significantly higher than that of boys. On the other hand, the motive associated with the desire to obtain a certain social status allows us to conclude that obtaining a higher pedagogical education is also for girls as a factor providing upward vertical social mobility. At the same time, it is characteristic that it is girls from families with a lower educational status of parents who more often record as the leading motive of education “the desire to receive a diploma of higher education”. Among them, every second (44.5%) points to this motive, and in terms of its importance it comes to the second rank position in the general hierarchy of their motives. 20 pedagogical university V.S. Sobkin, O. V. Tkachenko Student Figure 3 the importance of motives for obtaining higher pedagogical education among girls from families with high and low educational status of parents (%) among girls with higher education of parents, along with the motive “desire to become a specialist”, directly substantive motives of educational activity dominate: "Striving for self-development" and "obtaining new knowledge." in addition, among girls with higher education of parents, there is a rather high proportion of those who point to such a motive for learning as “family traditions”. in this regard, it can be assumed that this motive does not so much fix the reproduction of the teaching profession, but rather acts as a motive conditioned by a peculiar form of “protection” of social status, when obtaining a pedagogical education acts as a way to “stay” in a certain social stratum (stratum with high level education). The noted differences in the motivation for studying at a pedagogical university among girls from families with secondary and higher education of their parents are shown in Figure 3. 2.2 The influence of academic performance Let us now consider the relationship between the motivation for obtaining a higher pedagogical education and the academic performance of students. The motives in relation to which statistically significant differences were revealed between the "excellent" and "troechnik" are shown in table 3.