STRUCTURE AND PECULIARITIES OF PROFESSIONAL IDENTITY OF THE FUTURE TEACHER OF THE PRIMARY SCHOOL

Abstract

The article deals with the concept of professional identity and identity as one of the central problems of psychological study of the teacher in recent decades. The newest psychological researches, in which the structure of the teacher’s professional identity is determined, the main components of which are cognitive, emotional and behavioral (regulatory). Theoretically, differences in the psychological characteristics of the leading activity of future primary school teachers belonging to different levels of professional identity have been proved.

One of the central problems of psychological study of the teacher in recent decades is the problem of professional self-awareness and identity. In psychological studies, the structure of professional self-consciousness of the teacher is determined, the main components of which are cognitive, emotional and behavioral (regula- tory). Studies show the complex dynamics of the correlation of these components in the process of personali- zation (N.S. Glukhanyuk, O.N. Volkov, and others).

In the process of professionalization, there are personal changes that affect the person’s self-awareness, in particular, the images of Me, and her self-esteem. Professionalization for an individual is not only a factor in the progressive development and self-actualization: in this process, both positive and destructive changes take place. Personality changes in professional activity occur in unity with reflexive processes that promote the development of professional identity.

The theoretical analysis of professional identity shows that, on the one hand, it is embedded in a number of other social types of identity, on the other hand, it is aimed at the person itself. “I” and “Others” in the professional identity are in a complex interaction (L. Tyler, D. Super). The contents of the professional identity are I-images: actual and ideal, stable and dynamic. The professional identity of the teacher is mediated not so much by professional knowledge and skills, but by emotional experiences in the process of professional activity and communication.

As a complex dynamic system, the identity of the teacher carries out a number of important functions relat- ed to the personal and professional development and regulation of pedagogical activities: professional self-determination, self-evaluation, self-regulation, stabilization of professional self, professional self-improvement, creative self-development, formation of the axiological basis of professional activity.