=Paper=
{{Paper
|id=Vol-2643/paper37
|storemode=property
|title=Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment
|pdfUrl=https://ceur-ws.org/Vol-2643/paper37.pdf
|volume=Vol-2643
|authors=Larisa M. Petrenko,Iryna P. Varava,Andrey V. Pikilnyak
}}
==Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment==
https://ceur-ws.org/Vol-2643/paper37.pdf
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Motivation readiness of future software engineer’s
professional self-improvement and prospects of its
formation in college cloud environment
Larisa M. Petrenko1[0000-0002-7604-7273], Iryna P. Varava2[0000-0001-5168-2775] and
Andrey V. Pikilnyak3[0000-0003-0898-4756]
1 University of Educational Management of the NAES of Ukraine,
52A Sichovykh Striltsiv Str., Kyiv, 04053, Ukraine
laravipmail@gmail.com
2 National Aviation University, 1 Komarov Ave., Kyiv, 03058, Ukraine
varavairina8@gmail.com
3 Kryvyi Rih National University, 11 Vitalii Matusevych Str., Kryvyi Rih, 50027, Ukraine
pikilnyak@gmail.com
Abstract. Innovative technologies have an impact on the countries socio-
economic development, the structure of labor market and educational services
transformation. Rapid IT industry development constantly requires qualified
programmers capable of professional self-improvement throughout life, the
driving force of which is the individual motivation which activates the individual
self-development process, optimizes thinking and develops special professional
qualities, moral and ethical values. The main article purpose is to analyze the
state of the form of motivational readiness for future programmer’s professional
self-improvement, to identify problems of its formation in colleges and to
determine the ways of its increase as one of the main factors of quality
improvement. To achieve it, a complex of theoretical and empirical methods was
used, with help of which a number of problems were revealed which slow down
the process of improving the quality of future programmers professional training.
To eliminate them, a system of phased motivation for future specialists
professional self-improvement has been developed on the basis of general
secondary education, which can be integrated into the teaching of both general
education and professionally-oriented disciplines; ways of improving the quality
of the educational process through the creation of a cloud of oriented
environment, the introduction of innovative teaching technologies, special
training of teachers in the system of professional development.
Keywords: readiness, motivation, professional self-improvement, college, IT-
specialists.
___________________
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License
Attribution 4.0 International (CC BY 4.0).
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1 Introduction
1.1 Statement of the problem
Modern progress in the software field, human’s life various spheres computerization
requires the formed skills of self-improvement, which will be necessary for the future
software engineer to maintain the status of IT-specialist, constantly follow the
innovations in their professional world, master and apply them in practice, to improve
their skills [16; 18; 45; 51]. Ultra-fast rates of computer and information technologies
development put on time the need for such IT-specialists capable of creative search and
continuous self-education, who independently and continuously replenish their
knowledge, improve their own skills and professional skills [57, p. 5]. Formation of
such abilities at the future technicians-programmers for today is extremely important
problem for pedagogical collectives of colleges. Its solution will allow the requirements
of the labor market and ensure the competitiveness of college graduates on it. After all,
the development and implementation of technological innovations cause their
integration into all sectors of the economy, which leads to the reorganization of
industries, companies, the use of new opportunities at each workplace, therefore,
changes in priorities in the professional training of specialists for the IT-industry [12;
20; 26; 42].
1.2 Analysis of recent research and publications
As the analysis of scientific works shows, in recent years, scientists and practitioners
have increasingly raised the problem of forming a readiness for professional self-
improvement of future specialists during training in vocational and higher education
institutions. That’s because “lifelong learning is becoming increasingly important for
our societies and economies, as well as for the wellbeing of our citizens” [27, p. 5].
Formation of readiness for professional self-improvement of future software engineers
is a process of conscious, permanent formation of personality, aimed at high
professional achievements through constant progress to perfection, which is realized
through motivation, planning, organization and personal control [58].
The results of studying problem of the formation of readiness for professional future
software engineer’s self-improvement indicate the existence of a number of complex
issues caused primarily by the low level of motivation of students to acquire knowledge,
skills and ability to self-development. The meaning of the concept of
“selfdevelopment” is often considered by scientists in the circle of such categories as
“professional self-development”, “self-improvement”, “professional self-
improvement”. In pedagogy, professional self-improvement is understood as “a
conscious, purposeful process of raising the level of one’s own professional
competence and development of professionally significant qualities in accordance with
social requirements, conditions of professional activity and own development program”
[8, p. 41]. Mykhailo M. Fitsula notes that the reference point in the development of
professionalism of a future specialist is his qualification characteristic, “on the basis of
which a program of individual self-study for future professional activities is built.
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Requirements for a modern specialist should correspond to modern needs” [8, p. 41].
Motivated students will demonstrate a higher level of readiness for professional self-
improvement of future software engineers, will further promote their social mobility,
continuous professional development, will allow them to gain access to higher
education at any time of life [39, pp. 5–6] and to develop a strategy for career growth.
The issues of forming the development of professional self-improvement of various
specialists are revealed in the scientific works: Oleksandr V. Didenko [6], Aleksandr
A. Galochkin [9], Galina V. Grivusevich [11], Galina A. Klimenko [17], Arie W.
Kruglanski [21], Liudmila V. Markelova [24], Irina A. Pogrebnaia [35] , Tetiana V.
Shestakova [46], Larysa O. Sushchenko [52], Zoia V. Turianytsia [53].
Grigorii A. Volkovitckii studied the formation of motivation for professional self-
improvement [62], and its dynamics was studied in the dissertation of Irina S. Vasilenko
[59]. The results of the analysis of scientific works testify to the diversity of forms,
methods, means, technologies and methods of both the formation and development of
readiness for professional self-improvement of various specialists in modern
educational institutions, as indicated by Kadyrbech D. Dzybov [7], Serik Praliyev [39],
Botakoz I. Sarsenbaeva [44]. However, the majority of scientific research is aimed at
studying the problems associated with the professional development of teachers [3; 15;
29; 30; 33; 49; 54; 60; 61; 63; 64]. As of today, we have not identified any studies in
the open access, which reflect the results of the formation of readiness for professional
self-improvement of future software engineers.
1.3 The purpose of the article
Taking this into account, the purpose of this article is to analyze the motivational
readiness for professional self-improvement of future software engineers, to identify
problems of its formation in colleges and to determine the ways of its improvement as
one of the main factors in improving the quality of their training.
2 Research methodology
In order to achieve the goals of this study, we applied a set of theoretical and empirical
methods. Theoretical analysis of pedagogical, psychological research (Alexander A.
Galochkin [9], Galina V. Grivusevich [11], Galina A. Klimenko [17]) with the use of
methods of analysis, comparison and synthesis and structural-semantic analysis of
vocabulary allowed to define the essence of the concept of “readiness” and to highlight
its main components. Based on the study of materials related to the psychological aspect
[13; 14; 21; 22; 39; 65], clarifies the essence of the concept of motivational readiness”
and its impact on the effectiveness of self-improvement of specialists. The study of
experience and best practices is covered in the works of Kadyrbech D. Dzybov [7]
Olexander V. Didenko [6].
Our analysis is based on empirical methods, including questionnaires to study:
cognitive activity of students (Boris K. Pashnev [32]) and motivation of success and
fear of failure (Arthur A. Rean [43]) questionnaire for self-assessment by future
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software engineers of readiness for professional self-improvement and revealing
students’ understanding of the meaning of professional self-improvement (developed
by the authors). A total of 363 students were interviewed (a sample of 6,691 students
from the general population who attended colleges and technical schools in this
specialty). The received data are analyzed, a number of problems of formation of
motivational readiness of students to professional self-improvement are revealed.
3 Results and discussion
At the beginning of the study we considered it necessary to define the essence of the
scientific category “readiness”. On the basis of the study of scientific works we have
come to the conclusion that readiness is a system characteristic, dynamic education,
active state of personality, a set of professional and pedagogical knowledge, skills,
skills and personal qualities, purposeful expression of personality, integral expression
of all substructures of personality. Personal education, integrative quality, result of
professional and pedagogical training, essential precondition for effective activity.
Structural and semantic analysis of the definition of “readiness”, carried out with the
use of vocabulary and scientific literature, allowed to identify a number of structural
components, namely: motivational readiness (cognitive and professional interests),
intellectual readiness (general and special abilities, system of knowledge, skills and
abilities), emotional and volitional readiness (attitude to learning, self-control) and
social readiness (communicative abilities and responsibility, consciousness in a
situation of choice) [58, p. 107]. The content of these components allows us to speak
about their correlation with the description of the National Qualification Framework
(Ukraine) [38] and their correspondence to the very character of “ascent of each person
on” the stairs of “formation of his personality” (Sergei Ia. Batyshev) [1, p. 10].
In order to solve the problem of formation of readiness for professional self-
improvement of future software engineers, the component of which is motivation
readiness, it is important to define the content of each of the above mentioned
components. To this end, we have turned to the theory of professional education. It was
found out that at the first stage of formation of a specialist’s personality, as a rule,
elementary and functional literacy is achieved, i.e. basic knowledge, skills and abilities,
worldview and behavioral qualities of a person, necessary for a wider and deeper
education, are formed at an accessible, minimum necessary level [1, p. 10]. According
to the Ukrainian legislation, elementary and functional literacy is formed at the level of
basic secondary education [66] (second level of the National qualification). That is why
ninth-grade secondary school graduates enter the college and are suitable for
“performing typical simple tasks in typical situations in a well-defined structured
sphere of education, performing tasks under the guidance of a supervisor with elements
of independence” [38]. They are expected to have a basic empirical knowledge and
understanding of basic learning processes; the ability to use relevant information to
perform simple tasks and solve everyday problems in typical situations, using simple
rules, instructions and tools; to evaluate their own performance against established
criteria; to apply reasoning to support their own thoughts and conclusions; to
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communicate skills: to interact with the team to Their autonomy is characterized by the
ability to learn under the control of the teacher with a certain autonomy. Thus, at the
beginning of their studies, freshmen have elementary and functional literacy, formed
knowledge, skills and abilities for self-development.
In the context of our research it should be noted that the professional training of
future specialists in Ukrainian colleges “has a binary character: students receive both
general education and vocational training at the same time as getting a diploma of junior
specialist ...” [34, p. 13]. Therefore, according to the basic principles of professional
pedagogy, colleges are developing individuals at the same time at the second and third
levels of education.
At the second level, a future specialist acquires general secondary education:
necessary and sufficient knowledge about the world around him/her and master the
most general ways of activity (skills) aimed at cognition and transformation of certain
objects of reality [1, p. 11]. This level corresponds to the level of specialized secondary
education and the third level of the National Qualification at which it is necessary to
develop the ability of a person to perform production or learning tasks of medium
complexity according to certain algorithms and established norms of time and quality
[38]. They should form: knowledge of facts, principles, processes and general concepts
in the field of education and professional activity (in the first year of study, in addition
to the curriculum, special disciplines are taught in the curriculum), the ability to
perform typical tasks and solve problems through the selection and application of basic
methods, tools, materials and information; assessment of the results of tasks in
accordance with known criteria; the ability to work effectively in a team, perception of
criticism, advice and instructions, expression of They should be aware of their
responsibility to perform tasks during work and study, and of the need to adapt their
behaviour to external circumstances when performing tasks or solving problems [38].
At the college, the ascent to the third stage of personal development corresponds to
the degree of professional competence associated with the formation of such
professionally significant qualities for the individual and society on the basis of general
secondary education, which enable the individual to fully realize his or her potential in
specific types of work, in accordance with the socially necessary division of labour and
market mechanisms to stimulate the most productive and competitive functioning of
the employee of a particular qualification
Therefore, in the course of training in college, future software engineers should be
able to independently perform complex specialized production or training tasks in a
particular area of professional activity and in the course of training, be responsible for
the results of their activities and those of others in certain situations. It is supposed to
obtain empirical and theoretical knowledge in the field of professional activity and / or
training, the formation of skills to solve complex problems in specialized areas of
professional activity and / or study, to find solutions to specific problems, involves the
identification and interpretation of information, planning, analyzing, monitoring and
evaluating their own work, the work of others in a specialized context. In terms of
communication skills, software engineers should be able to communicate their
understanding of knowledge, judgement and experience to a wide range of people
(colleagues, managers and clients) after graduation from college, especially in the field
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of professional activity; they should be able to interact with colleagues and the
professional community in order to carry out professional activities or study. They will
have to be prepared to manage the work of others in a professional or learning context
that is subject to change and to continue further training with elements of autonomy
[38].
Based on the results of the study of the peculiarities of the formation of the future
specialist, which are outlined above, we believe that they should be taken into account
in the formation of motivational readiness for the professional self-improvement of
future technicians-programmers, starting from the first course. The scheme of stage-
by-stage formation of a specialist’s personality in the college is highlighted, which
gives an opportunity to “systemically and holistically present the process of personal
development, and, consequently, the process of educational support of such
development” [1, pp. 10–11].
According to the logic of further research and in order to determine the theoretical
foundations of the subject under study, we carried out a structural and semantic analysis
of the conceptual field of study, which forms a circle of commonly used and close to
professional self-improvement constructs: “self-development” and “self-improvement”
[8]. Semantic analysis of the concept of “profession” [56, p. 570] has shown that its
essence is the basic qualification, specialty, skill and even talent of a person to a certain
case. In our opinion, it correlates with the concept of “self-improvement” as
“improvement of oneself (physical, moral, etc.), one’s professional skills, etc.” [2,
p. 30]. So, we can outline the range of definitions of language units that characterize
the subject of our study, and clarify their essence:
Self-development is an internal process of self-knowledge, on the basis of which the
individual determines the life goals of transforming his or her own life to a higher
level of organization;
Self-improvement is a conscious and purposeful process of increasing the level of
one’s own professional competence and development of professionally significant
qualities in accordance with social requirements, conditions of professional activity
and own development program;
Professional self-improvement of future software engineers us the process of
individual management of the development of knowledge, practical skills and
abilities of a specialist, creative abilities, optimization of methods of own thinking
and special professional qualities, the formation of those moral and ethical values
that contribute to the achievement of high performance in the field of computer
science, modern software, automation of production and other processes.
In modern scientific works readiness for any type of professional activity is defined as
a set of stable motives that do not depend on current situations. Taking into account the
stated topic of our research, let’s focus our attention on the formation of motivational
readiness for professional self-improvement of future software engineers. Liubov Iu.
Pakhomova studied it within the framework of studying readiness for professional
activity [31, p. 13]. She justified its essence and structure as “an integral unity of
development of components of motivational readiness of students to the profession
(orientation, personal and volitional, professional and cognitive)” [31, p. 20]. The
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scientist singled out a set of external and internal conditions that contribute to the
development of students’ readiness for professional activities in the educational space
of higher education institutions and change the nature of educational activities. She
referred to the external conditions as follows: educational technology, which is based
on the real experience of students; psychological and pedagogical support of the
development of psychological features of personality; group form of work, which
makes “living together with others” socially significant situations; creation of an
environment for personal manifestation of students. Among the internal conditions, the
scientist singled out: the level of students’ personal activity as an indicator of their
involvement in the work; the willingness of the student to experiment with “their
behavioral repertoire in order to obtain and understand new experience”; the ability to
understand the changes that occur with them in professional training [31, p. 21]. The
efficiency of implementation of internal conditions aimed at the development of
students’ motivation for professional activity in the conditions of educational space has
been proved experimentally: statistically significant changes in the Student’s t-criterion
(p < 0.001) occurred among the students of the experimental group, and the data
remained practically unchanged among the students of the control group [31, pp. 18–
19].
It should be noted that in the process of professional training the role of internal
motivation related to self-affirmation of a person as a professional is crucial. And it
does not depend on the type of his professional activity, but always is an individual
process, which depends on the personal psychological peculiarities of the subject, the
method, the level and conditions of work organization, etc. [25]
The results of the Steffen Jahn and Mario Geissler study are important for our
pedagogical experience. In the study of motivational readiness, they proceed from an
understanding of its essence (inclinations or tendencies to meet the need for
entrepreneurial activity) and the structure, which is characterized by concepts:
“Behavioural intentions, propensity to act, implementation intentions, commitment”.
This approach gave them an opportunity to consider the concept under study as a
“unified motivation”, which strengthens entrepreneurial activity [14]. In their concept,
they represent the “driving force of entrepreneurial activity” in the new theory of
entrepreneurship. Scientists link “motivational readiness with entrepreneurial actions
and the corresponding feedback effect”. In their opinion, the model of motivational
readiness model of entrepreneurship, developed by them, helps to better understand
“why some entrepreneurs are more likely to start an entrepreneurial activity and
constantly participate in it than others” [14]. Steffen Jahn and Mario Geissler conclude
that in the case of “entrepreneurial entrepreneurship”, motivation is primarily
determined by entrepreneurial desire, while expectations soften the relationship. It is
obvious that in the formation of motivational readiness as a component of the readiness
for professional self-improvement of future software engineers during the training at
the college it is necessary to develop in them the desire for entrepreneurial activity as a
driving force for self-development and in the future for independent work in the modern
labor market in the industry, which is rapidly developing and erases the boundaries
between countries, integrates different knowledge, skills and competencies.
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Evgeniia A. Zakharova notes that it is precisely because of “motivation that the
interaction of a person with the environment and social conditions is carried out”, and
the motivation readiness of a person for professional activity “is considered as an
actualization of the need for personal and professional self-development in work” [65,
p. 16]. Therefore, the allocation of motivational readiness in the structure of readiness
of future software engineers for professional self-improvement is quite reasonable. The
study of the state of its formation among students during their studies in college will
improve the quality of their professional training.
As noted above, motivation readiness is a structural component of the “readiness”
design, which reflects the cognitive and professional interests of future specialists. In
order to study cognitive activity, we conducted a survey of third and fourth year
students using a questionnaire developed by B. Fig. 1 shows that 33.3% of students
named the motive of achieving success as the main motive of their educational activity,
while 28.8% of the surveyed are dominated by the motive of ensuring material
wellbeing. It should be noted that one fifth of the respondents (about 20%) consider it
important to receive information.
Fig. 1. Results of the study of cognitive activity of future software engineers (according to
Boris K. Pashnev)
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Similar data were obtained based on the results of the application of Arthur A. Rean’s
technique. 35.7% of students (Fig. 2) believe that studying at the college will ensure
their success in their future professional activities and will allow them to become highly
qualified specialists. However, only 12% of respondents aspire to acquire in-depth and
solid knowledge, 8.3% have intellectual pleasure in learning, and 5.8% study to obtain
a diploma. Summarizing it is possible to notice that modern students aspire to
achievement of success in the future professional activity and material well-being,
reflects moods of the Ukrainian society. At the same time, it turned out that in the
understanding of most of them high success in professional activity and personal life,
the level of qualification does not depend on the depth and strength of knowledge. This
has led us to look for the reasons for this discrepancy.
Fig. 2. Results of determination of the main motives of educational activity by future software
engineers (according to Arthur A. Rean)
In order to find out and assess the state of students’ understanding of the meaning of
professional self-improvement and its importance for future professional growth, we
used a specially developed questionnaire, which suggested ranking 25 indicators
describing this design. The results of the survey are highlighted in Fig. 3.
The data presented in the diagram gives us an idea of the insufficient understanding
of the meaning of the concept of “professional self-improvement” by future software
engineers: almost 12% of students took the first place to maintain the required level of
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qualification, 9.42% – the search for the best ways to solve problems, 8.03% – the
preservation of competitiveness in the labor market, 6.65% – interest in innovation,
5.82% – the development of an actual product. At the same time, the obtained empirical
data and the results of the interview with certain groups of students from different
colleges showed the lack of understanding of causal links between professional self-
improvement and correspondence of one’s own development to the level of society’s
development; career growth, desired level of salary and desire to study, constant search
for new information; development of an actual product and independent study of the
newest technologies, communication with more qualified people.
Fig. 3. Results of ranking the main indicators characterizing the meaning of professional self-
improvement
In order to find out the students’ intentions on farther development of professional self-
improvement skills, we used a questionnaire developed by us. One of his questions:
“What do you consider it necessary to educate yourself for your professional self-
improvement?” The majority of students (28.25%) chose the following answers: ability
to apply creative abilities that characterize readiness to create fundamentally new ideas
different from traditional ones; systematic thinking; 19.11% – ability to persistently
achieve the set goal; 13.57% – ability to use Internet resources to solve experimental
and practical problems in the field of professional activity; 10.8% – ability to use
professionally profiled knowledge and skills in the field of practical use of computer
technologies. Only 1.7% of students pointed out the need to form the skills to apply:
research skills, special knowledge in mathematics, physics, chemistry, etc. in solving
professional problems, orientation in the schemes of algorithms, programs, data and
systems. Despite these contradictions in the evaluation judgments about the readiness
of future software engineers for professional self-improvement, the majority of them
(65%) believe that they have an average level of readiness, 26% – high, and only 9% –
low. These data are illustrated in the diagram in Fig. 4.
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Fig. 4. Results of self-assessment by future software engineers of their readiness for
professional self-improvement
Thus, having a high level of motivational readiness for professional self-improvement,
college students - future software engineers do not all understand the main mechanisms
of its formation. At this stage of research and development, it can be assumed that the
high level of motivation is due to the cooperation of the majority of students in the third
and fourth years of study with different employers. It is in IT companies that they get
the necessary skills and experience of readiness to reach a certain state. In our opinion,
this is why the majority of students (62.6%) assess their motivation to study as
mediocre, another 27.42% ‒ as high and only the rest ‒ as low (9.97%). In the
interviews with the participants of the experiment it was found out that the main internal
factor in the acquisition of the profession of a software engineer is the expectation in
them, which motivates to include them in the cognitive processes.
Arie W. Kruglanski notes that in terms of its intensity or motivation, it can be
measured in the range from low to high degree of readiness. He studies motivational
readiness in different contexts – entrepreneurial activity [22, p. 368], as well as the
activities of extremist organizations [22, p. 380], but its essence is interpreted as an
intention or aspiration to achieve the goal and emphasizes: a high level of motivational
readiness is characterized by purposefulness and is expressed in the meaning of the goal
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[21, p. 368]. In his opinion, it is much easier to find the goals of organizations than the
goals of an individual. We’re pretty much in agreement with that.
For our research it was important to identify that students aim to become successful
in life and competitive in the labor market, as well as whether they have the necessary
tools to achieve this goal. He was asked a number of questions to clarify the latest trend.
Let’s bring in a few of them. For example, to the question: “Do you want to improve
yourself, read additional literature, spread your experience, are you interested in
novelties in your future professional sphere?” More than half of the students (54.57%)
answered that they want it from time to time. At the same time, when asked: “In training
you have clear goals, you know what you want to get, what you want to know, what
you want to learn, what you need to learn” 46.2% said that they know about it
sometimes, and 3.88% never know about it. Thus, almost half of the surveyed students
do not define goals in their learning activities and often do not know why they would
like to study. It appeared that the main majority of respondents (51.25%) sometimes
make a plan of action and foresee possible consequences; 56.79% sometimes resort to
self-analysis of their cognitive activity. As for the emergence of problems on the way
to achieving a certain goal, 47.92% of respondents said that they usually distract and
slow them down, more than a third of students tend to solve their problems only from
time to time, almost half (49.31%) are not always self-confident, and 16.62% – do not
trust themselves at all, 24.65% have underestimated self-esteem.
Since self-improvement implies the development of professionally relevant qualities
in accordance with social requirements, we have noticed that 46.81% of respondents
hide their feelings and thoughts; almost 30% experience tension, anxiety and anxiety;
more than a third do not always control themselves, their emotions and actions; 61.77%
are reserved for critical remarks – in their opinion, only a few critical remarks should
be made for constructive interaction; 41.83% experience difficulties in communicating
from the ground up. They can’t always listen to the rest of another person, understand
and try to accept her opinion, which is different from their own more than 45% of future
specialists.
Guided by the fact that the professional self-improvement of future software
engineers is a process of individual management of the development of knowledge,
practical skills and abilities of a specialist, students were asked to carry out self-
assessment of the ability to manage other people, the organization of joint activities.
The results of the survey turned out to be quite high: 36.84% consider this ability high,
and 47.65% – average.
Formation of readiness for professional self-improvement of future specialists is
carried out in the process of professional training in colleges and problems in definition
of the purposes of cognitive activity, its planning, overcoming of difficulties in
performance of tasks, development of critical thinking, communicative competence,
etc. should be solved during study. Also, the student was offered several questions, the
answers to which require evaluation judgments on the organization of the educational
process. Thus, 48.75% of respondents believed that they do not contribute to the
formation of readiness for professional self-improvement in the college. And in the
opinion of 13.02% of respondents, conditions have been created to slow down this
process. To the question: “How often do your teachers use active and interactive
638
methods (games, trainings, case studies, discussions, etc.) of learning?” The level of
preparation for professional activity at this stage of education at the college is rather
unsatisfactory at 23.6%, and 27.7% of respondents noted that it is difficult to answer
this question (Fig. 5).
Fig. 5. Results of assessment of the frequency of use of active and interactive teaching methods
by college teachers
Having analyzed the results of the survey of students, we believe that the formation of
motivational readiness for professional self-improvement of future software engineers
should be carried out taking into account the requirements of the information society.
This is noted by Svitlana L. Proskura and Svitlana H. Lytvynova, who emphasize that
now the level of competencies of software graduates does not meet the requirements of
IT industry employers. Among the reasons they mention the insufficient level and
quality: teaching of subjects related to programming, from the first to the last courses;
provision of educational information; mathematical training; organization of laboratory
tests; understanding of the application of knowledge gained for farther use in
professional activities. In addition, scientists point to the need to apply: web-oriented
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technologies of teaching programming; forms, methods and means of education that
meet the needs of modern students; automated systems for checking programming
tasks; intellectual maps to systematize the knowledge obtained, and more [40].
In search of ways to improve the quality of training of future software engineers in
colleges, the formation of their motivation at a higher level, we turned to the scientific
works of famous Ukrainian scientists. Thus, Valerii Yu. Bykov, Andrii M. Hurzhii and
Mariya P. Shyshkina consider the creation of a higher education institution as one of
the tools to solve this problem. The concept they have promulgated notes “The use of
cloud services is aimed at improving the learning process by improving access to
electronic educational resources, which is characterized by the following innovative
features as adaptability, mobility, full interactivity, free network access, unified
supporting systemwide infrastructure, providing a universal approach to work” [5,
p. 25].
The need to formulate the motivational readiness of future programmer technicians
for professional self-improvement during their professional training in college has
motivated the teaching staff to search for those training tools that would meet their
personal interests, correlated with the profession and youth hobbies. Observing
students’ interactions with each other, their presence on social networks, and surveys
have made it possible to identify these tools – Google services and various applications
[4; 19]. Google services were the most affordable and convenient to use. In our opinion,
the greatest effect in creating a cloud-based environment can be achieved by engaging
students in this process. Therefore, they were asked to choose, together with the
teachers, services that are convenient for use in the study of a particular discipline. It
should be noted that this is a rather lengthy process, which is not without its various
surprises. At the beginning of the use of Google services for teaching there were
considerable difficulties in mastering them by the teachers, and there were some
inconveniences in the interaction of the subjects of learning.
Creating a cloud-based environment in college is still in its infancy – its individual
elements are being formed, and functions such as educational, developmental and
communication are being mastered. The team created a project team that develops the
concept of cloud-based environment development and its model. As this is a topic of a
separate scientific study of applied nature, we consider it pedagogically appropriate to
dwell on certain teaching aids, namely those which contribute to the formation of
students’ motivational readiness for professional self-improvement. Currently, college-
based cloud-based learning tools are widely used in the college to organize student
activities, such as: Google services (Google Docs, Google Dictionary, Google Drive,
Gmail, Google Calendar, Keep, Google Forms, Google Classroom, Blogger, You
Tube). Their application makes it possible to organize collaboration both during the
class and remotely (Google Docs, Google Classroom, Google Dictionary, Google
Drive). Popular among students are the services that make it possible to organize
educational activities: Google Calendar, Google Keep, Google Classroom. LMS
Moodle should be added to this list [28]. This is due to the fact that starting from the
second year, students seek to work in different companies in the future specialty, which
motivates to save time, mastering self-management skills, and these services help in
this.
640
The use of Google services in the learning process makes it possible to create cloud-
based environments [10; 23; 37; 47; 48; 50; 55]. For example, in the study of humanities
in Google Docs the following joint projects are created: “Collective portrait of
successful technician-programmer”, “Valuable orientations of citizen of modern
Ukraine”. Teachers use the Mentimeter mobile application to co-create Word Cloud
with technical English words. Google Forms is an effective tool for: telecommunication
projects (registration of participants of various events – conferences, competitions,
seminars, workshops, competitions, etc.); organization of teamwork, self-esteem,
reflection; collection of statistics on the results of the survey, questionnaire; control
testing.
Teachers and students blog on Google Blogger. In this service, future professionals
often post the results of their project activities, creating electronic portfolios for self-
presentation and promotion of their achievements [36; 41].
It should be noted that, while constantly working with various Google services,
future technicians-programmers develop their information skills, learn to work with
electronic libraries, various cognitive websites, and more. They actively communicate
with employers who are interested in their activities – projects, developments and more.
Establishing such relationships is the best motivator for professional self-improvement.
So, creating a cloud-based environment in college involves organizing it, managing
it, and further scientific exploration in that direction.
4 Conclusions and prospects for further research
Having carried out theoretical analysis and surveys to identify the state of formation of
motivation readiness for professional self-improvement of future programmers, we
came to the conclusion:
1. Motivational readiness for professional self-improvement of future software
engineers activates the process of individual management of the development of
knowledge, practical skills and abilities of a specialist, creative abilities,
optimization of methods of own thinking and special professional qualities, the
formation of those moral and ethical values that contribute to the achievement of
high rates of professional activity in IT.
2. The students of the colleges are highly motivated in getting this profession, and at
the same time they have little understanding of what kind of knowledge, skills and
abilities they need; organization of the educational process in colleges needs:
creation of oriented environment clouds; introduction of innovative teaching
technologies; special training of teachers in the system of professional development
and in the inter-course period; development of the program.
3. The result of this research is: the definition of the content of the stage-by-stage
formation of motivational readiness for professional self-improvement of future IT
specialists on the basis of general secondary education, which can be integrated in
the teaching of both general education and professionally-oriented disciplines;
identification of a number of problems that need to be solved through the use of
641
project technologies, wide involvement of students, teachers of colleges on the basis
of partnership.
This article is aimed at the realization of the idea (the prospect of further research) to
improve the quality of professional training of IT-specialists who are able to constantly
improve their professional competence, quickly adapt to the requirements of the
information society.
Acknowledgement. This study was conducted as part of the dissertation work carried
out to develop a model for the formation of the readiness of future programmers to
professional self-improvement.
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