The article provides an analysis of international experience in studying the professional identity of novice teachers in the context of changing ideas about the role of a pedagogue in the educational process. The purpose of this review was to identify the main areas of research on the formation of the professional identity of teachers with less than three years of experience. It provides a comprehensive definition of "professional identity", and explores some of the most common approaches. Within the framework of the theoretical review, the interrelation of pedagogues' subjectivity and professional identity is revealed using a dialogical approach, and the peculiarities of its formation among senior and junior students and the role of mentoring in this process are studied. The issue of the dynamism of professional identity throughout the working life of a pedagogue is considered, and how it is influenced by the socio-group context of changes in the ideas about the role of a pedagogue in the educational process. Particular emphasis is made on the fact that the formed positive professional identity of a pedagogue is important for all participants in the educational process, it is also an important condition for protection against professional burnout. Thus, the importance of further and detailed study of professional identity and the prospects of wide practical application and implementation of the obtained knowledge are emphasized.