Structural Components of Motivation to Musical and Educational Activities for Students of Teacher Colleges

The article defines the content of the structural components to musical and educational activity motivation among teacher college students. Their importance is highlighted as a basic tool for the effective training of future music teachers in institutions of I–II accreditation level. Criteria and indicators of these structural components are developed. The fundamental issues of successful motivation to musical and educational activity of teacher college students have been determined. Basically, theoretical analysis of musical and educational activity, its semantic fullness, the main characteristics of the music teachers’ motivation have been identified and structural components have been selected: 1) cognitive; 2) emotional value; 3) practice and activity. The followingindicators of cognitive component were developed: confidence, integrity, strength and flexibility of musical and educational knowledge, understanding of the practical relevance of their teaching. The test performances of the emotional and valuable component include: ability to work in the chosen field to meet the needs of personality’s professional development; creativity, professional growth; persistence in achieving goals. Practical and actively-based criterion is characterized by the following indicators: persistence in achieving educational objectives; activity in solving professional problems; ability to analyze and improve the learning process. In this article the necessity of encouraging musical education has been determined, in accordance with the system of values and social norms that characterize the progress in human civilization, as radical transformations that occur in education.