Formation of Professional Identity of Future Teachers under Conditions of a Digital Educational Environment
Abstract
The aim of the theoretical-empirical research is to identify the formation and types of professional identity of future teachers trained under conditions of a digital educational environment. Methods. The research participants were postgraduate students seeking a Master’s degree who were trained exclusively in a distance format (n = 80). Valid and reliable psycho-diagnostic tools were used to determine the main parameters of the respondents’ professional identity. The factor analysis with the procedure of extracting principal components was applied. Results. It was found that the descriptive frequency characteristics of dependent and independent variables do not differ from similar samples of students seeking a degree in pedagogy examined in related studies. The correlations established using the statistical parameter of Spearman (rs) demonstrated internal regularities. It was found that the “emotional-volitional component” with two correlations is the most dependent parameter of professional identity, and “love” with five correlations is the most dependent parameter of terminal value. The factor analysis was used to reduce dimensionality and identify five types of professional identity: “procedural-content professional identity” (PCPI), “value-oriented professional identity” (VOPI), “cognitive-pragmatic professional identity” (CPPI), “alternative-oriented professional identity” (AOPI) and “personality-oriented professional identity” (POPI). It was explained that orientation towards values and search of meaning in professional development and growth remain priorities for the majority of respondents trained in a digital educational environment. Discussion and сonclusions. It was substantiated that the types of professional identity of future teachers trained under conditions of a digital educational environment are dominant psycho-complexes which are indicators of initial professionalization that reflect self-actualization intentions and constitute a key line of life and personal self-identification. It was recommended that the identified types of professional identification should be operationalized in educational theory and practice, and the methods for identifying the types of professional identity should be considered by organizers of educational process in a distance format.
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