TEACHERS' MOTIVATION FOR RECEIVING SECOND EDUCATION (PSYCHOLOGY)

The requirement for experts, quickly and flexibly adapting to the changing conditions, constantly raising the qualification and level of professional skill assumes presence of steady motivation to mastering by new kinds of activity. Retraining on a speciality «Practical psychology» frequently is means of the decision of personal problems. As the motivation of reception of the second speciality in many respects defines efficiency of educational process, its research gets a special urgency. A methodological basis of our research are Z.A.Barsukovoj, T.V.Vasilevoj, E.A.Guzjuk's works, etc. in which the motivation of listeners ИПК and the personal computer is considered as the factor of efficiency of retraining. In article results of research of motivation of the teachers, passing retraining on a speciality «Practical psychology» in ГГУ of F.Skoriny are presented. The comparative analysis of self-estimations of respondents with the various pedagogical experience on a number of indicators is carried out: self-realisation in pedagogical activity; the general professional readiness; theoretical preparation on pedagogics and psychology; the motivation to work as the psychologist; aspiration to self-improvement in a trade; the general satisfaction a trade of the teacher. Representations of teachers about professionally important qualities, features of work, the basic difficulties of the psychologist are studied; the factors influencing a choice of a trade of the teacher-psychologist as the second speciality are analysed. Respondents in большей degrees are focused on social motives, motives of self-improvement and personal growth. Reception of the second speciality is considered not only as possibility to guarantee to itself stability in labour relations, but also to raise level of the профмастерства, to deepen and expand knowledge on psychology, to be engaged in scientific researches in the field of psychology, самореализоваться as the person.