Journal archive

Abstract: Modernization of pedagogical education implies intensification of practice, which promotes students’ professional identity development. Particularly urgent are the questions of the development of the personality of students and their professional self-determination. Formation of professional identity is the result of the experience of pedagogical activity together with its planning and reflection in the conext of the professional trajectory. Modern lines of research into the problems of professional identity are systematized. Socio-psychological, activity, and phenomenological directions are revealed. It is established that among them the research of subjective personal factors of formation of professional identity occupies a prominent place. The meaning nature of professional identity is justified. Leading mechanisms of formation (planning, activity realization and reflection) are defined. Ways of integration of meaning mechanisms of professional self-determination of students–future teachers in the process of university training are offered. A flexible algorithm for the formation of professional identity is presented. The algorithm can be implemented within the framework of certain disciplines, educational activities, the organization of production practices or while developing the educational program in general. The stages of formation of professional identity are determined. At these stages, students can get personal experience of being a teacher, the image of the “I-teacher” is formed, the plans for the professional future and the ways of their implementation are defined, professional-pedagogical reflection and reflection of the experience are realized in the context of personal-professional and life goals. The characteristics of the personality-developing situation, productive for students' experience of identity in the pedagogical profession, are determined. All stages assume the possibility of students' interaction with experienced teachers. The role of the pedagogical community is to create a dialogic and supportive environment. The guidelines for the development of support for professional self-determination of students in pedagogical specialties, taking into account the mechanisms of meaning formation, are proposed.