KIRISH: mazkur maqolada oliy ta’lim muassasalarida bo‘lajak mutaxassislarning akademik ta’limdan kasbiy va dastlabki kasbiy ta’limga o‘tish jarayonida motivatsiyada yuz beradigan o‘zgarishlar ilmiy-nazariy jihatdan tahlil qilinadi. bilim olish motivatsiyasi, kasbni egallash motivatsiyasi va diplom olish motivatsiyasidan iborat ierarxik motivatsion tuzilma kasbiy yo‘nalish shakllanishi bilan uzviy bog‘liq ekanligi yoritiladi. MAQSAD: tadqiqotning maqsadi — bo‘lajak mutaxassis shaxsida kasbiy yo‘nalishning ta’lim motivatsion-maqsadli tuzilmasidagi yetakchi o‘rni va uning o‘quv motivlari dinamikasiga ta’sirini aniqlashdir. MATERIALLAR VA METODLAR: tadqiqotda psixologik kuzatuv, motivatsion diagnostika, identifikatsiya va refleksiya metodlari qo‘llanildi. tibbiyot ta’limi misolida kasbiy amaliyotni o‘zlashtirish jarayonida motivatsion o‘zgarishlar tahlil qilindi. NATIJALAR VA MUHOKAMA: natijalar shuni ko‘rsatdiki, kasbiy yo‘nalish ta’lim motivatsion tuzilmasining markaziy elementi bo‘lib, bilim olish, kasbni egallash va diplom olish motivlari o‘zaro ierarxik bog‘lanishda shakllanadi. bu jarayon talabalarning kasbiy identifikatsiyasi va mutaxassis sifatida shakllanishiga bevosita ta’sir qiladi. XULOSA: akademik ta’limdan kasbiy ta’limga o‘tish davrida motivatsion tuzilmaning o‘zgarishini hisobga olish bo‘lajak mutaxassislarning kasbiy tayyorgarligi va shaxsiy rivojlanishini samarali tashkil etishda muhim ahamiyat kasb etadi.
INTRODUCTION: this article provides a theoretical analysis of motivational changes occurring during the transition from academic education to professional and initial vocational training. the hierarchical structure of motivation — learning motivation, professional acquisition motivation, and diploma motivation — is examined in relation to the formation of professional orientation in future specialists. PURPOSE: the aim of the study is to identify the role of professional orientation as the leading element in the motivational-goal structure of education and its impact on the dynamics of learning motives. MATERIALS AND METHODS: psychological observation, motivational diagnostics, identification, and reflection methods were applied. medical education was used as a case to analyze motivational changes during the acquisition of professional practice. RESULTS AND DISCUSSION: findings indicate that professional orientation serves as the central element of the motivational structure, with learning, professional acquisition, and diploma motives forming in hierarchical interrelation. this process directly influences students’ professional identification and their development as specialists. CONCLUSION: considering motivational structural changes during the transition from academic to professional education is crucial for organizing effective professional training and personal development of future specialists
ResearcherUz