Motivational aspects of self-education in the formation of future specialist’s professional thinking

One of the factors ensuring the competitiveness of education at the world level is a meaningful improvement of the quality of specialist training, the formation of their motivation to self-education, to continuous professional education. The extremely responsible mission of specialist is the performing of professional or non - professional orientation, that requires necessarily the acquisition of modern professional-pedagogical thinking and outlook by humanitarian profile students. The article is devoted to the study of essential and effective methodology of teaching students at the basic educational level. It has been proved that the majority of students do not have a "habit" for independent theoretical professional training, which reflects low motivation for quality education. It has been proved that the mechanism of motivation for professional self-development during university training enables the elaboration of necessary management procedures of educational and professional activities. Conscious creation of relevant training situations in the learning process is an essential condition for achieving educational motivational tension and formation of the future specialist's professional thinking. The further professional development is defined by the degree of mastery of the professional thinking principles (and depends on personal experience, the school attended, the knowledge of discipline theory). This approach has contributed to the development of studens' self-cognitive opportunities, enhance the practical skills, developed the elements of perceived independence. Accentuation of educational impacts on constituent components of professional self-development motivation should be the basis for the formation of the specialist' self-development motivation in general.