Teacher education has become inevitable necessity nowadays, however, there exists a lack of interest into motives and needs of teacher education. The article is an analysis of the motivation problem in adult education. The investigation was devoted to analysing the motives of teachers related to their decisions to study at a higher school; the article also presents their opinions and expectations on learning, discusses factors hindering their studies, as well as distinguishes internal and external motives. The term of teacher motivation interpreted in the present article as a system and process of promoting learning among in-service teachers having pedagogical jobs. Although adult education is increasingly receiving attention, the learning motivation of music teachers having sufficient pedagogical experience has been investigated to a small extent. Understanding that both internal and external factors determine learning, the author wants to verify whether the internal motives of educators having the speciality of a musician and being fosterers of spiritual values are stronger than the external ones. Therefore, the article is devoted to analysing preconditions significant for learning and related to choices and needs of a personality.
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