The Professional Identity of Future Teachers in the Research of Ukrainian Scholars
The Professional Identity of Future Teachers in the Research of Ukrainian Scholars

Summary/Abstract: The article analyzes the concept of “professional identity of future teachers” in the research of Ukrainian scholars. It reveals the components, directions (cognitive-dispositional, orientation-reflexive, practice-oriented), and factors (individual-personal, educational, socio-professional) that influence the development of the professional identity of future teachers. The stages of the development of professional identity are highlighted (self-determination in a specific professional situation, the teacher’s search for the meaning of certain professional functions, self-determination in a specific professional area, self-determination in a specific professional specialization). It is proven that professional identity is an essential component of the professionalism of a future teacher and one of the conditions for its development. The emphasis is on the crisis of teachers’ professional identity, which is aggravated by the gap between their personal values and beliefs, formed during the process of professional development, and the dynamic expectations of society regarding the role and functions of a teacher. The relevance of developing a stable professional identity as a source of resilience and a resource for overcoming difficulties during wartime is highlighted. Particular attention is paid to the awareness of one’s own mission, responsibility for children, belief in one’s own strengths and professional competencies, as well as the analysis of new challenges faced by teachers during the war and the need to develop new competencies related to providing psychological support, working in conditions of uncertainty, and interacting with various social institutions.

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