Empirical study of professional priorities of the future preschool teacher

Abstract

A comprehensive scientific analysis of the problem of the motivation of the professional development of preschool teachers as a tool for improving the quality of preschool education was done. The results of an empirical study of the professional priorities of the future preschool teacher are presented. It was concluded that the formation of motivation for the professional development of preschool teachers is a complex process that depends on many components of activity at all stages of its implementation. The professional priorities of studentsfuture preschool teachers, which will contribute to the formation of their professional selfdevelopment, their awareness of the importance of their own professional activities, and the value of building a professional career.