THE CONTENT ASPECT OF THE IMAGE “I” IN THE STRUCTURE OF TEACHERS’ PERSONAL IDENTITY AT DIFFERENT STAGES OF PROFESSIONAL DEVELOPMENT
DOI: 10.23951/2307–6127-2020-6-230-242
In the changing socio-economic conditions there is a developmental impairment of teachers’ personal identity, which leads to a distortion (deformation) of its structural components. The relevance of the study is due to the need for a scientific search for ways to overcome the identity crisis and build programs for the development of subsystems of personal (individual) and social (professional) teachers’ identity that are adequate to changing conditions. The aim of the study was to investigate the levels of differentiation, reflexivity, features of the emotional-evaluative tone of identification characteristics, the ratio of personal and social components in self-determination of identity. Research sample consists of 132 teachers of educational institutions of the city of Kiselevsk, Kemerovo region, aged 24 to 63 years, with pedagogical experience from 1 year to 35 years. All teachers were divided into 6 groups in accordance with the periodization of the professional development of V. A. Dmitrievsky. All subjects were characterized by the the inharmony of elements of identity, the predominance of social components (educational, professional and family-clan characteristics) in the structure of self-descriptions, the average level of reflectivity and a low level of self-acceptance. The received data were interpreted from the point of view of theories of professional formation and identity formation.
Keywords: teacher’s personal identity, self-esteem of identity, reflexivity, differentiation of structural components of identity, stages of professional development
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Issue: 6, 2020
Series of issue: Issue 6
Rubric: PSYCHOLOGY
Pages: 230 — 242
Downloads: 627