Art pedagogy as a means for development of educational motivation of students – future teachers

Abstract

The paper is devoted to the study of the impact of art pedagogy on the development of educational motivation of students. Art pedagogy is an innovative direction, the purpose of which is to create a new cognitive methodology, to overcome psychological barriers of thinking, to build the interaction between a teacher and a student on the basis of reflection, educational and creative self-organization for intellectual and creative development. This technology is especially relevant in the capacity of an integration of art into the educational context for solving professional and pedagogical tasks of the modern educational practice. The purpose of the paper is to study the influence of art pedagogy techniques on the development of educational motivation of students - future teachers. The paper discusses the role and data of a comparative analysis of thematic planning for studying the course “History of Pedagogy and Education” in combination with the techniques of art pedagogy. It also describes the course and results of the experiment on the development of educational motivation of students using these techniques. The research methods were: theoretical analysis of scientific literature, generalization, survey, and pedagogical experiment. The findings of the research can be recommended for university and college faculty in training students - future teachers.

Academic Motivation of First-Year Pedagogical Students in Vietnam: Case Study

“…More research on the manifestation of pedagogical students' academic motivation from other fields, such as physical education, scientific majors, elementary education, early childhood, and so on, is also required. (Massari, 2014;Rafailă, 2014;Bezverkhnya, Mayevsky, 2015;Ivanova et al, 2017;Yarmakeev et al, 2021;Yatsenko et al, 2021).…”

“…(Deci et al, 1981;Wigfield, 1994;Murphy, Alexander, 2000;Nguyen, 2015a;Vietnam Psycho-Pedagogical Association, 2015;Chia et al, 2016;Liu et al, 2016;Chemsi et al, 2020). There are studies that focus on understanding specific approaches in the research of university students (Wigfield, 1994;Deci, Ryan, 2000b;Murphy, Alexander, 2000;Niemiec, Ryan, 2009;Wigfield, Cambria, 2010;Duong, 2013;Ngo, Le, 2015;Liu et al, 2016;. There are studies that have been conducted to determine the overall state of students' academic motivation, with a focus on identifying the manifestations of various academic motivation types, classifying academic motivations, and identifying the distinctive traits of each academic motivation type (Le, 2009;Truong et al, 2012;Olagbami, 2013;Nguyen, Du, 2014;Duong, 2015;Dang, 2015;Tran, 2015;Huynh, Nguyen, 2015;Bui, 2015).…”

“…A few in-depth researches on the status of learning motivation in pedagogical students, the elements that shape and develop it, and the significance of learning motivation for pedagogical students of various majors have been conducted both internationally and in Vietnam (Massari, 2014;Rafailă, 2014;Bezverkhnya, Mayevsky, 2015;Nguyen, Pham, 2015;Ivanova et al, 2017;Yarmakeev et al, 2021;Yatsenko et al, 2021). Furthermore, studies on the learning motivation of graduate/level master's pedagogy students are also available (Massari, 2014).…”

“…In addition, there are many students who do love pedagogy, take initiative, put forth effort to study independently, are interested in learning, and develop themselves to become future teachers. Because of objective requirements, some students actively study, but in reality, they are still passive, lack self-control, aren't particularly creative or enthusiastic, and lack self-discipline in learning, and self-training activities (Massari, 2014;Rafailă, 2014;Bezverkhnya, Mayevsky, 2015;Nguyen, Pham, 2015;Ivanova et al, 2017;Yarmakeev et al, 2021;Yatsenko et al, 2021). Specifically, 67.8 % of first-year pedagogical students at Hue University of Education are not interested in studying in class, skip lessons, and skip classes (Phi, 2012).…”

“…EAM is the performance of a learning action in order to achieve a result that is associated with the learning action itself, or to avoid something (Deci, Ryan, 2000b). IAM is the contentment and satisfaction that comes from within when participating in learning activities with a high degree of autonomy, in order to promote and develop the process of learning to understand, learning toward accomplishment and learning to experience stimulation (Deci, 1975;Bates, 1979;Gottfried, 1983;Deci et al, 1991;Vallerand et al, 1992;Cordor, 1999;Deci, Ryan, 2000b;Woolfolk, 2008). Amotivation is a consequence of depreciating and undervaluing the relevance of the learning task (Ryan, 1995), underrating one's ability to carry out and perform the work (Bandura, 1986) or disbelieving one's expectation that the effort would result in the desired outcome (Seligman, 1975).…”