The Formation of Interest in the Students to the Teaching Profession
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REVIEW OF INTERNATIONAL GEOGRAPHICAL EDUCATION
ISSN: 2146-0353 ● © RIGEO ● 11(5), SPRING, 2021
www.rigeo.org Research Article
The Formation of Interest in the Students to
the Teaching Profession
Duisenbekov Erkebulan1 Turgunbayeva Botagul2
Kazakh National Pedagogical University named doctor of Pedagogical Sciences, professor
after Abay doctoral student in "Pedagogy and Kazakh National Pedagogical University named
Psychology" after Abay
Kapanova Zhanar3 Kebeyeva Aigerim4
Master of Pedagogy, Taraz Regional University Master of Sociology, Taraz Regional University
named after M.Kh. Dulati named after M.Kh. Dulati
Otegenova Elenora5
Master of Pedagogy, Taraz Regional University
named after M.Kh. Dulati
Abstract
The article deals with the formation of students ' interest in the teaching profession. The author considers
the concept of "interest" from the point of view of philosophical, sociological, psychological and
pedagogical. Based on these provisions, an attempt is made to reveal the essence and concept of
professional interest among students, to determine its relationship with cognitive interest and to draw a
conclusion about subordination. The article traces the connection of professional interest with the
concept of "professional and pedagogical orientation of the individual". In this regard, it is noted that
professional interest can be considered as a complex personal education, which is part of the orientation
of the individual. Having studied various approaches to the question of the problem of interest to the
author, he revealed the structure of professional interest, which includes a number of interrelated
interdependent components: intellectual, emotional-volitional and need-activity. The article focuses on
the fact that it is necessary to include future teachers in active activities, as close as possible to
professional ones, during which conditions are created that are favorable for the formation of a specific
idea of the modern school, the functions of the teacher, the educational process, in addition, a positive
emotional attitude to future teaching activities is strengthened
Keywords
interest; professional interest; pedagogical orientation; future primary school teachers; pedagogical activity;
cognitive interest; structure of interest
To cite this article: Erkebulan D, Botagul T, Zhanar K, Aigerim K, and Elenora O. (2021). The Formation of Interest in the
Students to the Teaching Profession. Review of International Geographical Education (RIGEO), 11(5), 4126-4131. Doi:
10.48047/rigeo.11.05.294
Submitted: 12-11-2020 ● Revised: 10-02-2021 ● Accepted: 05-03-2021© RIGEO ● Review of International Geographical Education 11(5), SPRING, 2021
Introduction
The analysis of domestic and foreign psychological and pedagogical literature on the problem of
school experience has shown that the leading direction in solving the problems of professional
orientation of high school students is the study of their personal qualities, features of the
development of high school children and their consideration in the educational and educational
activities of school teachers. In the formation of the professional orientation of the future teacher,
one of the leading places should be occupied by his interest in pedagogical work. Students '
interest in the teaching profession is a complex psychological property of the individual, which
can partly be attributed to the category of "cognitive attitude". At the same time, students '
interest in the teaching profession can undoubtedly be attributed to the category of "conscious
need", since it reflects the professional and labor orientation of the individual. Hence, as essential
signs of the presence of interest in the teaching profession among students, in our opinion, we can
distinguish: A conscious attitude of the individual to the subject of his interest and to the task facing
him in the knowledge of this subject. For students, this is not such a simple problem, because they
often have a confusion, a misunderstanding of what is decisive in the teaching profession — the
subject of teaching (specialty), the object of training and education (child), the links between
them (methods of training and education). The student must clearly understand that he is faced
with a triune task. (Sharipovich, Yusufjonovich, & Yakubjanovich, 2021) Interest is manifested in the
intellectual orientation of the individual, his desire for a deeper mastery of the cognitive side of
the subject of his interest. Interest stimulates an active attitude to the acquisition of knowledge, to
the search for new things in the subject, to the desire to get acquainted with the subject closer,
to learn its diversity, in the need for creative mastery and application of knowledge, skills, skills, in
voluntarily undertaken tasks of increased difficulty. One of the mandatory signs and an important
aspect of the manifestation of interest is a stable positive emotional attitude of the individual to
the object of interest, experiencing a sense of joy, pleasure, satisfaction of his activity in case of
success, frustration — in case of failure. Emotional coloring is a very important property of interest.
Emotions can stimulate activity or reduce it. Hence, it is important that emotions and feelings do
not fade away, but grow. Without this, it is impossible to form a stable interest. But on the other
hand, if the development of interest is stimulated only by bright, effective or entertaining aspects
of future activities, it is possible to cause a state of interest, i.e. situational interest, rather than
genuine interest. (Booth, Coldwell, Müller, Perry, & Zuccollo, 2021; Sharipovich et al., 2021) Interest
is also characterized by volitional activity. The interest expressed in the volitional action reveals the
individual's effort to master professional skills, determines the individual's ability to overcome
various difficulties in professional training. Unfortunately, the existing system of admission of young
people to pedagogical universities does not allow us to establish one of the determining criteria
for the selection of applicants — interest in the teaching profession. As a result, a significant part
of the applicants are indifferent, or even negative about their future profession. Those of the
applicants who entered the pedagogical institute, having a steady interest in the teaching
profession, all the years of study at the Institute are characterized by smooth and fairly high
academic performance in special and pedagogical disciplines. Interest in the teaching
profession continues to deepen and becomes even more stable. The developing professional
interest stimulates the educational and social activities of students. This is because teaching at a
pedagogical institute takes on a professional significance for them, a special personal meaning.
At the same time, the problem of professional and pedagogical interest cannot be approached
as something unchangeable, stable. It is known that interest as a psychological property of a
person is subject to change. Among the factors and conditions that contribute to the formation
of an active, deep and sustained interest in the teaching profession during the period of study at
the pedagogical institute. Students identified a number: high quality teaching of academic
disciplines, knowledge of pedagogy, psychology and methodology, the focus of teaching all
University disciplines for work at school, the diversity and fascination of educational work, the
problematic nature of studying of pedagogical disciplines, individual training, accounting
aptitudes and interests of students, focused guide their reading, organization of educational and
pedagogical work, direct acquaintance with the best educational experience and the work of
schools. The study of the reasons that reduce interest in the teaching profession led us to the
conclusion that the modern student is not satisfied with the level of teaching, pedagogical
disciplines, including pedagogy, the history of pedagogy and teaching methods, namely:
isolation from school practice, abstraction, lack of specific data that orient the teacher how to
behave in a particular situation; tradition, the lack of new, progressive ideas, orientation to the
4127© RIGEO ● Review of International Geographical Education 11(5), SPRING, 2021
standard in teaching and upbringing, the lack of analysis of the creative, individual, experimental
approach to teaching and upbringing, the inability of a number of theoretical provisions to
translate into reality. Of particular importance in the formation of interest in the teaching
profession is the establishment of business contacts and proper relationships between trainees and
the teaching staff of the school. (Booth et al., 2021) In Russian psychology, the concept of a
system-structural approach to the understanding of personality in the formation of students '
interest in the teaching profession has been developed. The central place in the concept of the
structure and development of the individual is the concept of "activity". The main internal
characteristic of the personality is its motivational sphere. Another important concept in the theory
is "personal meaning": what the person is directly directed at at the moment, its motives, what
motivates it. The broader and more diverse the types of activities in which a person is involved,
the more developed and ordered (hierarchized) they are, the richer the personality itself. (Chang,
2021; Sharipovich et al., 2021) The main elements of the personality as a whole are properties
(personality traits). All these properties can be attributed to one of its four substructures or located
on their faces. The first is an exclusively socially determined personality substructure: orientation
(attraction, desire, interests, inclinations, ideals, worldviews, beliefs), attitudes (to work, to people,
to oneself) and moral qualities. This substructure is formed by education. The second substructure
of the personality: experience, which includes knowledge, skills, skills, habits acquired by personal
experience through training, but with a noticeable influence of the biological properties of the
personality. The third substructure is the individual characteristics of the forms of reflection (the
characteristics of individual mental processes or functions): emotions, sensations, thinking,
perception, feelings, will and memory. This substructure of biologically determined features is
formed by exercise. The fourth is a biologically determined substructure: temperament and
organic features. The traits included in this substructure are formed (remade) with the help of
training. (Vovchasta, Kozlovska, Opachko, Paikush, & Stechkevych, 2021) Other psychological
scientists single out orientation as the main characteristic of the personality structure. In our study,
we rely on these conceptual provisions about the system - structural approach to understanding
the individual. The orientation of the personality can manifest itself in different ways, so there are
different types of it, one of which is a professional orientation. Professional orientation
characterizes the sphere of needs and interests of the individual to the extent that it is related to
the behavior of a person in relation to professional work. We can also talk about professional
orientation in cases where a person only intends to choose a profession. Professional orientation
in this case is expressed in the fact that a person shows an intention to choose this profession, in
the motives for choosing it, etc. In this regard, we consider the professional pedagogical
orientation as the most important characteristic of the personality of the future teacher. The
problem of forming a stable professional interest among high school students is closely related to
another equally significant problem - the professional self-determination of young people, which
was actualized by the early 90s. According to this concept, professional self-determination of
young people is "the process of forming a person's attitude to the professional labor sphere and a
way of its self-realization through the coordination of personal and socio-professional needs". We
have relied on these ideas of the designated concept in the course of our research. (Martynets,
2021; Radkevych & Abiltarova, 2021) The research of sociologists has established that the area of
interest is very wide, it extends both to the social and ethical and aesthetic life of society. Interest
is the unity of expression, the manifestation of the inner essence of the subject and the reflection
of the objective world, the totality of material and spiritual values of human culture in the mind of
the subject. Interest can also be characterized by content, breadth, stability, strength, and
effectiveness. The content of an interest (the object to which it is directed) most of all determines
its social value. Interest is selective, acts as one of the most significant incentives for acquiring
knowledge, expanding horizons, and serves as an important condition for a truly creative attitude
to work. Features of cognitive interest in pedagogical activity among students of specialized
schools. In line with the research problem, it is necessary to specify the content of the concepts -
"cognitive interest in pedagogical activity" and "cognitive interest in the teaching profession".
Defining the concept of "Cognitive interest in pedagogical activity" as more general and
complete. Cognitive interest in pedagogical activity includes a selective focus of students on two
leading aspects:
1) a stable positive attitude to the special, holistic, professional and pedagogical activities of the
teacher;
2) sustained deep interest in a special subject. Both of these aspects of cognitive interest
4128Erkebulan D, Botagul T, Zhanar K, Aigerim K, and Elenora O. (2021). The Formation of Interest in the …
complement each other and group all the other interests of the future teacher around them.
(Wang, Zhao, Hu, Ou, & Liao, 2017) The acquired general pedagogical knowledge contributes to
the formation of stable cognitive and professional interests, contributes to the conscious choice
of students of the future teaching profession. We relied on these conceptual positions in the study
of the problem of initial general pedagogical training (in particular, its content aspect) as a means
of forming a professional interest in teaching among high school students. The analysis of
psychological and pedagogical literature, the experience of specialized schools has shown that
the necessary conditions for the successful formation of a stable cognitive interest in pedagogical
activity in high school students with the prospect of developing it into a professional interest are
the following.
- Creation of psychological and pedagogical conditions in the educational process that stimulate
the formation of a stable cognitive interest in teaching activities among high school students.
These include:
- selection and application by teachers of specialized classes of general education schools of
pedagogical technologies that ensure the development of activity and cognitive independence
of schoolchildren;
- organization and pedagogization of the educational environment of the school; formation and
development of the student's "I-concept" "I-future teacher»;
- taking into account the age characteristics of high school students. (Adedoyin, Bein, Gyamfi, &
Bekun, 2021; Nazari, Shabbir, & Setiawan, 2021; Shahzadi & Waqas Raja, 2021)
The main task of general pedagogical training in this aspect is the awareness of high school
students of the social significance of the teaching profession.
- Integration and coordination of the activities of school teachers to ensure the purposefulness
and systematic professional orientation of students to the teaching profession in the process of
studying general and special educational disciplines by high school students.
- Purposeful and systematic study by school teachers of the content, breadth and stability of the
cognitive interests of high school students in order to timely correct the educational process in this
direction.
- The inclusion of high school students in practical educational pedagogical activities with
students of sponsored classes for the purpose of practical acquaintance and mastery of the main
components of pedagogical activity and the development of personally significant qualities of
the future teacher.
- Development by the teacher of pedagogy of tasks of a creative nature, aimed at the
development of high school students in the process of their performance of personally significant
qualities required for the professional activity of a teacher. (Chang, 2021; Radkevych & Abiltarova,
2021)
Features of the structure and development of professional interest in teaching activities among
students of specialized pedagogical classes. The emotional component of interest. Scientists note
that specific manifestations in the emotional sphere are associated with interest. Being
conditioned by emotional attractiveness and conscious significance, interest manifests itself, first
of all, in attention, being an expression of the general orientation of the personality; interest covers
all mental processes-perception, memory, thinking. During the period of professional self-
determination of the individual, a positive emotional attitude to pedagogical activity comes to
the fore and plays an organizing role. Intellectual and cognitive component. Interest interacts with
such personal properties of a person as activity, independence, under the influence of which he
himself develops and contributes to the development of personal properties of a person.
According to the research of Russian psychologists, a student with strong-willed cognitive activity
is characterized by a conscious interest in various types of activities, including professional and
pedagogical ones. In the pedagogical literature, different levels of cognitive activity of
schoolchildren are distinguished. The division of levels of cognitive activity is based on the
traditional classification of teaching methods:
-the first level corresponds to reproductive and cognitive activity;
- the second level is search and performance;
- the third level is creative activity. (Arshad, Shabbir, Mahmood, Khan, & Ali Sulaiman, 2020; Nazari
et al., 2021; Ramakrishnan, Shabbir, Kassim, Nguyen, & Mavaluru, 2020)
4129© RIGEO ● Review of International Geographical Education 11(5), SPRING, 2021
In line with this approach, we consider the professional activity of high school students as a two-
way interrelated process, the specifics of which is the formation of professional interest in teaching
activities among high school students. The volitional component. Volitional activity is determined
by the ability of a high school student to overcome difficulties both in the study of pedagogical
disciplines, and in educational and practical activities with students in a sponsored class. The
selected components of the structure of the professional interest of high school students in
teaching activities are interrelated, formed and developed in the process of general
pedagogical training in the complex. Ways of forming professional interest in pedagogical activity
among students of the pedagogical class. The determining factor in the formation of professional
interests is the social environment. In the course of individual development, interests are formed
as children come into more and more conscious contact with the world around them and master
the historically established culture in the process of education and upbringing. Professional interest
in teaching activities acts as a motive that contributes to the orientation of the student in choosing
a teaching profession. (Ramakrishnan et al., 2020; Shabbir et al., 2021) The analysis of
psychological and pedagogical literature on the professional orientation in teaching profession
have identified the following basic terms that contribute to the successful formation of high school
students professional interest in educational activities (they konkretisiert indicated above
conditions providing the formation of senior pupils ' cognitive interest).
- The creation of psychological and pedagogical conditions in the educational process that
ensure the development of students ' cognitive interest in teaching activities into professional and
pedagogical interest.
- The inclusion of the tasks of forming a professional interest in teaching activities in the educational
process in the study of general education and special disciplines in order to ensure the
effectiveness of career guidance.
- Ensuring the pedagogization of the school environment as a socio-pedagogical condition and
means of forming a professional interest in teaching activities among students.
- Purposeful formation of the concept of "I am a future teacher" in the process of general
pedagogical training among students of pedagogical classes.
- Systematic inclusion of students in practical educational and pedagogical activities in the
process of interaction with peers and younger students. (Adedoyin et al., 2021; Lestari & Nita, 2021)
Conclusion
Thus, the cognitive and professional interests of students in teaching activities must be formed in
a close relationship and in a complex. The development of professional interest among high
school students is evidenced by active cognitive activity in connection with the teaching
profession. Professional interest is both the result of personality formation and an important
incentive for its development.
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