The article examines the role of conflict in the development of professional motivation of students of tourism universities. In this context, the use of educational technologies and context-based learning is at the focus of the study. The authors conclude that the above mentioned types of training, being conflict-help in their nature, assist future managers of tourist areas to know and understand themselves and the profession, to compare their professional capabilities and performance with the capabilities and achievements of others. The authors stress the progressive and positive impact of the conflict on the development of professional motivation of students of tourism universities. The evaluative, intrapersonal and interpersonal types of conflicts are identified. Attention is paid to the causes of conflicts for tourism students in the learning process, identified are the most effective strategies for student behavior in conflict situations. Tricks of technological assistance are shown for teachers responsible for directing the activities of the students to facilitate the acquisition of professional experience in solving conflicts, creating situations for student success, promoting professional growth and, as a consequence, the development of a conscious professional motivation. The study represents an attempt to prove that the conflict resides in the process of obtaining vocational education, as an essential attribute of students´ professional identity development and indicating the intensity of that identity´s evolution. And that is in itself an important factor in the development of professional motivation of the future managers in tourism-related areas.
professional motivation of students, students of tourism universities, the conflict as a factor in the development of professional motivation for students
Важным условием развития профессиональной мотивации студентов туристского вуза является образовательный процесс. Для достижения целей формирования личности профессионала в вузе необходим такой образовательный процесс, который обеспечит целенаправленное развитие профессиональных мотивов. В условиях традиционного вузовского обучения этого не происходит. Разработка соответствующих теоретических положений и адекватных педагогических технологий, способствующих освоению обучающимися профессиональной деятельности, возможна в рамках теории контекстного обучения. Названный вид обучения весьма конфликте генен, потому что представляет собой процесс обучения для студента в активном сотворчестве, сообществе с другими людьми. Студенты туристского вуза в процессе такого обучения демонстрируют конкуренцию и соперничество, что, как правило, ведет к конфликтам. Конфликты, являясь не-
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