MOTIVATION FOR RESEARCH AND INNOVATION ACTIVITIES AS A FACTOR IN THE PROFESSIONAL DEVELOPMENT OF A FUTURE TEACHER

Abstract

The article considers motivation for research and innovation as the most important factor in the professional development of a future teacher. The main approaches to the formation and development of research and innovation competencies among students of pedagogical universities are analyzed. Special attention is paid to the influence of motivational factors on the readiness of future teachers to master and implement new educational technologies, which is especially important in the context of the rapid development of the digital environment and changes in the education system.

The article considers internal and external incentives that contribute to the development of interest in scientific and innovative activities, including the personal characteristics of students, pedagogical support, the availability of research infrastructure at the university and career prospects. The article also analyzes the barriers preventing the active involvement of students in research work, such as lack of time, insufficient funding, limited access to modern scientific bases and weak integration of science into the educational process. The importance of the role of teachers, mentors and the educational environment in the formation of sustainable motivation for scientific research, professional self-development and the introduction of pedagogical innovations is emphasized.

The study identifies key conditions and methods for increasing students' motivation for scientific and innovative activities, including project work, participation in scientific conferences, competitions and grant programs, the use of modern digital tools, work in interdisciplinary teams, as well as the inclusion of research activities in educational programs. Special attention is paid to the importance of academic mobility, international cooperation, internships and exchange programs that allow students to expand their professional horizons and gain practical research experience. Student support mechanisms such as scholarship programs, funding for student initiatives, and the creation of scientific laboratories and innovation learning centers are being considered, which contributes to their active involvement in research activities.

The author concludes that the development of research activity contributes not only to improving the level of training of future teachers, but also to the formation of stable professional skills, a creative approach to the educational process, the ability to think critically and adapt to new challenges. The integration of scientific research into pedagogical practice contributes to the improvement of the education system, improving the quality of teaching and training highly qualified specialists capable of continuous self-development in a dynamically changing educational environment.