Introduction. “A teacher, if they are honest, must always be an intent learner” (Maxim Gorky). Education is a process that continues throughout a teacher's professional career and is an essential element in their growth and development as a specialist. The question of motivation in obtaining and continuing pedagogical education is related to the specific nature of the teacher's work as a translator of incentives to understand the reality. The purpose of this study was to examine the motives for obtaining and continuing pedagogical education. Materials and methods. The article presents the results analysis of a poll survey of graduates of pedagogical specialties at various levels of education: vocational training, bachelor's degree level, and master's degree level (176 people). The survey considered the aspects that reveal educational motivation, such as the probability of continuing education, the planned level and direction of training, the optimal form of education, motives for choosing a specialty, evaluation of the mastering  quality level of educational programs, assessment of the teaching process at the university, evaluation of the situation with jobs while studying and prospects in the labor market, evaluation of professional training, and recommendations for improving the structure and content of educational programs. Results. Most of the surveyed graduates at all levels of education (69%) have a clear understanding of their prospects in the system of continuous pedagogical education. Students at the vocational education level are the most motivated to continue their education, while master's degree students are more motivated to realize themselves in their chosen profession. However, at the bachelor's degree level, serious difficulties arise in maintaining motivation to continue pedagogical education. Graduates at all levels of education are increasingly opting for alternative directions when choosing further education. The poll results show that participation in practical activities plays a huge motivational role in professional training. However, students note a lack of such activities, including all types of internships. Conclusion. The data we gathered on the motives for obtaining and continuing pedagogical education should be taken into account when implementing the principles of continuous education.