Science for Education Today, 2021, vol. 11, no. 2, pp. 55–79
© Savchenkov A. V., Uvarina N. V., 2021
UDC: 
378+159.96

Motivational and value-based component of future teachers’ readiness for moral education: Concept clarification

Savchenkov A. V. 1 (Chelyabinsk, Russian Federation), Uvarina N. V. 2 (Chelyabinsk, Russian Federation)
1 South Ural State Humanitarian Pedagogical University
2 Southern Ural state humanitarian and pedagogical University
Full text (Open Access) — Downloaded 1490
Abstract: 

Introduction. The article is devoted to future teachers’ professional values as a regulatory basis for enhancing their readiness for moral education provision which includes integrated personal and professional values, beliefs and attitudes, commitment to moral education and self-motivation. The article reviews and analyzes international and Russian studies on teacher education in order to clarify the content of the motivational and value-based component of future teachers readiness for moral education.
Materials and Methods. The study adopts systematic, axiological, contextual, nuclear and person-centered approaches as well as S.L. Rubinstein’s structural approach to studying personality. The research methods include analysis and generalization of scholarly literature.
Results. The main results consist in the analysis of contemporary international and Russian scholarly literature on the problem of future teachers’ readiness for moral education. In international sources, pre-service teachers’ readiness for moral education provision is associated with mastering new instructional strategies, general and internal regulations of teacher’s behavior, a flexible combination of theoretical and practical preparation for implementing moral education. Russian researchers consider readiness for moral education as: (1) a set of relevant knowledge, skills and competencies; (2) a focus on humanistic and ethical values; (3) personality traits including benevolence, humanistic outlook, sociability, and empathy.
The authors clarify the content of motivational and value-based component of readiness for moral education provision, which includes: values of moral education (they regulate teaching activities and help to realize the importance of teaching profession for society); integration of personal and professional values and attitudes (serves as the basis for the formation of sustainable motivation for moral education); commitment to moral education provision (determined by personal interest in teaching and wider social contexts of teaching profession); self-motivation (enables to implement moral education interventions in challenging or stressful environments).
Conclusions. The study concludes that values and motivation play a significant role in developing future teachers’ readiness for moral education provision. The content of this component incorporates stable and flexible personality traits of future teachers.

Keywords: 

Readiness for moral education; Motivational and value-based component; Professional stability; Professional flexibility.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:45741069

For citation:
Savchenkov A. V., Uvarina N. V. Motivational and value-based component of future teachers’ readiness for moral education: Concept clarification. Science for Education Today, 2021, vol. 11, no. 2, pp. 55–79. DOI: http://dx.doi.org/10.15293/2658-6762.2102.03
References: 
  1. Taziev S. F. Future teacher’s practical training improvement for teaching and educational work in secondary professional school. Modern Problems of Science and Education, 2016, no. 3, pp. 252. URL: https://elibrary.ru/item.asp?id=27206106
  2. Ippolitova N. V. The structure and content of the system of future teachers professional training. Bulletin of the Shadrinsky State Pedagogical Institute, 2013, no. 2, pp. 17–24. URL: https://elibrary.ru/item.asp?id=20182536
  3. Selivanova N. L., Stepanov P. V., Stepanova I. V. Theoretical background of future teachers’ training for educational activity in the system of general and supplementary education.  Bulletin of the Orthodox St. Tikhon's University for the Humanities. Series 4: Pedagogy. Psychology, 2018, no. 49, pp. 39–48. DOI: http://dx.doi.org/10.15382/sturIV201849.39-48. URL:  https://www.elibrary.ru/item.asp?id=35585547          
  4. Stepanov P. V. Teachers educational activity as a system. Questions of Education, 2014, no. 4, pp. 66–70. URL: https://elibrary.ru/item.asp?id=22918071
  5. Serafin C. Pedagogical preparation of future teachers of practical teaching. INTED2019 Proceedings: International Technology, Education and Development, 2019, pp. 255–264. DOI: https://doi.org/10.21125/inted.2019.0129
  6. König J., Ligtvoet R., Klemenz S., Rothland M. Effects of opportunities to learn in teacher preparation on future teachers’ general pedagogical knowledge: Analyzing program characteristics and outcomes. Studies in Educational Evaluation, 2017, vol. 53, pp. 122–133. DOI: https://doi.org/10.1016/j.stueduc.2017.03.001
  7. Lillge D., Knowles A. Sticking points: Sites for developing capacity to enact socially just instruction. Teaching and Teacher Education, 2020, vol. 94, pp. 103098. DOI: https://doi.org/10.1016/j.tate.2020.103098
  8. Montenegro H. Teacher educators’ conceptions of modeling: A phenomenographic study. Teaching and Teacher Education, 2020, vol. 94, pp. 103097. DOI: https://doi.org/10.1016/j.tate.2020.103097
  9. Stepanov P. V. The concept of "upbringing" in modern pedagogical studies. Siberian Pedagogical Journal, 2017, no. 2, pp. 121–129. URL: https://www.elibrary.ru/item.asp?id=29116914
  10. Villegas A. M., Lucas T. Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 2002, vol. 53 (1), pp. 20–32. DOI: https://doi.org/10.1177/0022487102053001003
  11. Bruijn D. E. Teaching in innovative vocational education in the Netherlands. Teachers and Teaching: Theory and Practice, 2012, vol. 18 (6), pp. 637–653. DOI: http://dx.doi.org/10.1080/13540602.2012.746499
  12. van Beek J. A., de Jong A. E., Minnaert M. G., Wubbels Th. Teacher practice in secondary vocational education: Between teacher-regulated activities of student learning and student self-regulation. Teaching and Teacher Education, 2014, vol. 40, pp. 1–9. DOI: http://doi.org/10.1016/j.tate.2014.01.005
  13. Han J., Yin H., Boylan M. Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 2016, vol. 3 (1), pp. 1217819. DOI https://doi.org/10.1080/2331186X.2016.1217819
  14. Assen J. H. E., Meijers F., Otting H., Poell R. F. Explaining discrepancies between teacher beliefs and teacher interventions in a problem-based learning environment: A mixed methods study. Teaching and Teacher Education, 2016, vol. 60, pp. 12–23. DOI: https://doi.org/10.1016/j.tate.2016.07.022.
  15. Assen J. H. E., Meijers F., Zwaal W., Poell R. F. Collective learning, teacher beliefs and teaching behaviour in management and social-educational university programmes. Journal of Vocational Education and Training, 2019, vol. 72 (1), pp. 1–22. DOI: https://doi.org/10.1080/13636820.2019.1578817
  16. Warwas J., Helm C. Enjoying working and learning in vocational education: A multilevel investigation of emotional crossover and contextual moderators. Empirical Research in Vocational Education and Training, 2017, vol. 9 (1), pp. 11. DOI: https://doi.org/10.1186/s40461-017-0055-2
  17. Tkacheva S. A., Sagyntai kyzy E. The problems of professional readiness of future teachers for educational work in the new socio-cultural conditions. Scientific result. Pedagogy and Psychology of Education, 2018, vol. 4 (1), pp. 30–40. URL: https://elibrary.ru/item.asp?id=35380652
  18. Grevtseva G. Y., Tsiulina M. V. Theoretical aspects of pedagogical support for training students for educational work. Bulletin of the Chelyabinsk State Pedagogical University, 2015, no. 4, pp. 9–14. https://www.elibrary.ru/item.asp?id=23998593
  19. Bytko N. N. Problems of teachers training in the modern scientific and critical reception. Humanities (Yalta), 2015, no. 4, pp. 174–178. URL: https://elibrary.ru/item.asp?id=25075832
  20. Sorokoumova S. N., Egorova P. A., Sorokina T. M., Shchelokov S. A. Psychological readiness of future teachers to educational work with teenagers. Privolzhsky Scientific Journal, 2015, no. 3, pp. 278–283. URL: https://elibrary.ru/item.asp?id=24167409
  21. Lazarev M. A., Stukalova O. V., Temirov T. V. Professional sustainability of future teachers: Potential in the process of preparation and evaluation criteria. Science and School, 2018, no. 2, pp. 62–68. URL: https://www.elibrary.ru/item.asp?id=34992697
  22. Veugelers W., Vedder P. Values in Teaching. Teachers and Teaching, 2003, vol. 9 (4), pp. 377–389. DOI: https://doi.org/10.1080/1354060032000097262
  23. Oser F. K. Moral perspectives on teaching. Review of Research in Education, 1994, vol. 20, pp. 57–127. DOI: https://doi.org/10.1155/2012/901513
  24. Schuitema J., ten Dam G., Veugelers W. Teaching strategies for moral education: A review. Journal of Curriculum Studies, 2008, vol. 40 (1), pp. 69–89. DOI: https://doi.org/10.1080/00220270701294210
  25. Chong S., Cheah H. M. A values, skills and knowledge framework for initial teacher preparation programmes. Australian Journal of Teacher Education, 2009, vol. 34 (3), pp. 1–17. DOI: http://dx.doi.org/10.14221/ajte.2009v34n3.1
  26. Gewirtz S. Towards a contextualized analysis of social justice in education. Educational Philosophy and Theory, 2013, vol. 38 (1), pp. 69–81. DOI: https://doi.org/10.1111/j.1469-5812.2006.00175.x 
  27. Darling-Hammond L. Constructing 21st-Century teacher education. Journal of Teacher Education, 2006, vol. 57 (3), pp. 300–314. DOI: https://doi.org/10.1177/0022487105285962
  28. Senko Yu. V., Frolovskaya M. N., Shkunov V. G. Humanitarian bases of modernization of continuous education. The World of Science, Culture and Education, 2009, no. 4, pp. 192–196. URL: https://www.elibrary.ru/item.asp?id=13050367
  29. Haugland B. O., Lassen R. M., Giske T. Professional formation through personal involvement and value integration. Nurse Education in Practice, 2018, vol. 29, pp. 64–69. DOI: https://doi.org/10.1016/j.nepr.2017.11.013
  30. Purc E., Laguna M. Personal values and innovative behavior of employees. Frontiers in Psychology, 2019, vol. 10, pp. 865. DOI: https://doi.org/10.3389/fpsyg.2019.00865
  31. Arieli S., Sagiv L., Roccas S. Values at work: The impact of personal values in organisations. Applied Psychology, 2020, vol. 69 (2), pp. 230–275. DOI: https://doi.org/10.1111/apps.12181 
  32. Rybolova A. N., Averyanova M. A. Psychological basis of the pedagogical management in the system of level education. Bulletin of the Moscow State University for the Humanities named after M. A. Sholokhov, 2013, no. 3, pp. 90–94. URL: https://www.elibrary.ru/item.asp?id=20434124
  33. Börü N. The factors affecting teacher-motivation. International Journal of Instruction, 2018, vol. 11 (4), pp. 761–776. DOI: http://dx.doi.org/10.12973/iji.2018.11448a
  34. Tohidi H., Jabbari M. M. The effects of motivation in education. Procedia – Social and Behavioral Sciences, 2012, vol. 31, pp. 820–824. DOI: http://dx.doi.org/10.1016/j.sbspro.2011.12.148
  35. Dinçer S., Doğanay A. The effects of multiple-pedagogical agents on learners’ academic success, motivation, and cognitive load. Computers & Education, 2017, vol. 111, pp. 74–100. DOI: http://dx.doi.org/10.1016/j.compedu.2017.04.005
  36. Espinar Redondo R., Ortega Martín J. L. Motivation: The road to successful learning. Profile Issues in Teachers` Professional Development, 2015, vol. 17 (2), pp. 125–136. DOI: http://dx.doi.org/10.15446/profile.v17n2.50563
  37. Schumacher C., Ifenthaler D. The importance of students’ motivational dispositionsfor designing learning analytics. Journal of Computing in Higher Education, 2018, vol. 30 (3), pp. 599–619. DOI: https://doi.org/10.1007/s12528-018-9188-y
  38. Katz I., Shahar B. H. What makes a motivating teacher? Teachers’ motivation and beliefs as predictors of their autonomy-supportive style. School Psychology International, 2015, vol. 36 (6), pp. 575–588. DOI: https://doi.org/10.1177/0143034315609969
  39. Mahler D., Großschedl J., Harms U. Does motivation matter? – The relationship between teachers’ self-efficacy and enthusiasm and students’ performance. PLoS One, 2018, vol. 13/11, pp. 0207252. DOI: https://doi.org/10.1371/journal.pone.0207252
  40. Uvarina N. V., Savchenkov A. V., Pakhtusova N. A., Gnatyshina E. A., Shumakova O. A. Aspects of the problem of forming professional tolerance of future school teachers within conditions of virtual educational environment. JARDCS Journal of Advanced Research in Dynamical & Control Systems, 2020, vol. 12 (Sp03), pp. 1206–1213.  DOI: https://doi.org/10.5373/JARDCS/V12SP3/20201368  
  41. Gertsog G. A., Danilova V. V., Korneev D. N., Savchenkov A. V., Uvarina N. V. Professional identity for successful adaptation of students – a participative approach. Rupkatha Journal on Interdisciplinary Studies in Humanities, 2017, vol. 9 (1), pp. 301–311. DOI: https://doi.org/10.21659/rupkatha.v9n1.30.
  42. Alexander S. The relationship among teachers’ self-efficacy beliefs, student motivation and effective teaching. UMT Education Review, 2020, vol. 3 (2), pp. 47–64. DOI: https://doi.org/10.32350/uer.32.03  URL: https://journals.umt.edu.pk/index.php/uer/article/view/1101
  43. Bromley M. Motivating your teachers. SecEd, 2018, vol. 3, pp. 6–6. DOI: https://doi.org/10.12968/sece.2018.3.6 URL: https://www.magonlinelibrary.com/doi/abs/10.12968/sece.2018.3.6
  44. Odanga S. Strategies for increasing students’ self-motivation. Asian Research Journal of Arts & Social Sciences, 2018, vol. 6 (4), pp. 1–16. DOI: https://doi.org/10.9734/ARJASS/2018/41354.
  45. Barni D., Danioni F., Benevene P. Teachers’ self-efficacy: The role of personal values and motivations for teaching. Frontiers in Psychology, 2019, vol. 10, pp. 1645. DOI: https://doi.org/10.3389/fpsyg.2019.01645
  46. Vorob'eva M. A., Makarova T. D. factors affecting the formation of self-motivation in students of the training direction – state municipal management. Vestnik Udmurt University. Philosophy series. Psychology. Pedagogy, 2018, vol. 28 (2), pp. 166–172. URL: https://www.elibrary.ru/item.asp?id=35288214
  47. Zimmerman B. J., Bandura A., Martinez-Pons M. Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 1992, vol. 29 (3), p. 663–676. DOI: https://doi.org/10.3102/00028312029003663
  48. Köpetz C. E., Lejuez C. W., Wiers R. W., Kruglanski A. W. Motivation and self-regulation in addiction: A call for convergence. Perspectives on psychological science: a Journal of the Association for Psychological Science, 2013, vol. 8 (1), pp. 3–24. DOI: https://doi.org/10.1177/1745691612457575
  49. Steinmayr R, Weidinger A. F., Schwinger M., Spinath B. The importance of students’ motivation for their academic achievement – replicating and extending previous findings. Frontiers in Psychology, 2019, vol. 10, pp. 1730. DOI: https://doi.org/10.3389/fpsyg.2019.01730        
  50. Ishak N. M., Yunus M. M., Rahman S. A., Mahmud Z. Effects of FLEP on self-motivation and aspiration to learn among low-achieving students: An experimental study across gender. Procedia – Social and Behavioral Sciences, 2010, vol. 7, pp. 122–129. DOI: https://doi.org/10.1016/j.sbspro.2010.10.018
  51. Hornstra L., Mansfield C., van der Veen I., Peetsma T., Volman M. Motivational teacher strategies: The role of beliefs and contextual factors. Learning Environments Research, 2015, vol. 18 (3), pp. 363–392. DOI: https://doi.org/10.1007/s10984-015-9189-y 
  52. Bal-Taştan S., Mousavi Davoudi S. M., Masalimova A. R. D., Bersanov A. S., Kurbanov R. A., Boiarchuk A. V., Pavlushin A. A. The impacts of teacher’s efficacy and motivation on student’s academic achievement in science education among secondary and high school students. Eurasia Journal of Mathematics, Science and Technology Education, 2018, vol. 14 (6), pp. 2353–2366. DOI: https://doi.org/10.29333/ejmste/89579
  53. Topçu S, Leana-Taşcılar M. Z. The role of motivation and self-esteem in the academic achievement of Turkish gifted students. Gifted Education International, 2016, vol. 34 (1), pp. 3–18. DOI: https://doi.org/10.1177/0261429416646192
  54. Nyakundi E. N., Pamela A., Raburu P. A., Okwara O. M. Influence of teacher motivation to academic performance of pupils in primary schools in Kenya. International Journal of Applied Psychology, 2019, vol. 9 (2), pp. 74–79. DOI: https://doi.org/10.5923/j.ijap.20190902.04
  55. Moyano N., Quílez-Robres A., Cortés Pascual A. Self-esteem and motivation for learning in academic achievement: The mediating role of reasoning and verbal fluidity. Sustainability, 2020, vol. 12 (14), pp. 5768. DOI: https://doi.org/10.3390/su12145768
Date of the publication 30.04.2021