The professional pedagogic motivation in the educating reversions of the first infancy

Abstract

Introduction: In educational practice there are insufficiencies in the process of professional motivation towards pedagogical careers, this is affected by both the work of the school and the other socializing agencies with which it interacts. The article aims to socialize the results achieved in carrying out a system of tasks to contribute to the professional pedagogical motivation of the first year students of the Early Childhood Educator specialty. Materials and methods: For the diagnosis, 129 students and an intentional sample of 32 students were considered as the population because they are the ones with the most problems based on their motivation, using the following methods: observation and interview. Results: The results of the diagnosis carried out show that the students of the Early Childhood Educator specialty present low motivation towards learning, as well as the limitations of the teachers for the opportune educational orientation to these educational incidents. Discussion: Early Childhood Educator training is subject to continuous changes contextualized to the needs of today's society. Conclusions: The performance of some teachers was extended to other spheres of educational work, fundamentally to pedagogical research and educational guidance work in the center, for which some modifications were introduced in the entrance requirements.