Formation of motivating component of self-educative activity of future teachers of pre-school educational establishment

Motivation as the driving force of human activity occupies a significant place in the personality structure, which has been proved by native and foreign scientists (L. Bozhovich, N. Kuzmina, O. Leontiev, A. Maslow, B. Skinner, etc.). The aim of the article is to reveal the specifics of forming a motivational component to the self-educational activity of future educators. The main types of motivation of students' self-education work are: 1. External motivation - the dependence of a professional career on the results of university studies. 2. Internal motivation - the student's inclination, his/her ability to study at university. It can be managed during the pre-university training period by using tests when choosing a specialty, a valid recommendation in determining the direction of education. 3. Procedural (educational) motivation - manifestation in the student's understanding of the usefulness of the work being done. Requires psychological adjustment of the student to the importance of the work performed both in terms of professional training and in terms of broadening their outlook and erudition of specialist. It is necessary convincingly to show (prove) that the results of independent work will help himher to understand better the lecture material and laboratory works. Conclusions and prospects for further research. Therefore, the motivational sphere of self-education of future educators is primarily determined by their attitude to the chosen profession. Achievements of meaningful self-educational activity of future educators of PEI depend to a certain extent on the use of certain methods of education in universities, through which gradually increases the motivation of educational and cognitive activity from unstable to profoundly aware, there is a search for non-standard ways of solving problems and ways of solving problems. creative and self-educational activities.