COGNITIVE ACTIVITY

The article considers the questions of shaping, development and improvement of teachers’ professional orientation. The problem of reducing motivation among specialists, the lack of high professional orientation are traced at different stages of the activity of teachers: from training in higher education institutions to the possible professional burnout of teachers. This article suggests the methodology for the research in teachers’ professional orientation. The generic term of its definition and its main elements are given.

The theoretical problems of modern pedagogical creativity as integrative characteristics of its processes of “selfhood” are disclosed, among which system self-knowledge, creative self-determination, self-management, self-improvement and creative self-realization of the teacher’s personality in his professional and creative development are given as the essence of pedagogical creativity. In turn, the methodological analysis of scientific concepts allows us to determine the main approaches to the study of this phenomenon, to look wholeheartedly at the professional activity of the teacher.

In the article the author considers cognitive interest as a problem of cognition that deals with a subjective side analysis of cognitive activity. The article represents the problem of cognition and interest correlation worked by J. Habermas. Cognitive interest is regarded as a unigue personal relation to the world. There had been regarding the definition of «cognitive interest» and defining the characteristic features of cognitive interest. The subject has both theoretical and practical importance.