Semantic context of professional identity crisis experience by teachers

Садовникова, Н. О.; Сергеева, Т. Б.; Deviatovskaja, Irina V.; Котова, С. С.; Shashmurin, Alexander A.

doi:10.18355/xl.2017.10.04.14

Cited by 3 publications

(5 citation statements)

References 5 publications

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“…It is focused not on a subject's public actions and behavior but on description of his/her emotional experiences. Basing on the phenomenological method, the author developed a questionnaire "Emotional experience of a person's professional crisis" [5]. The questions addressed some aspects of teachers' experience of the professional identity crisis: "general life perception and feelings before occurrence of the professional identity crisis", "feelings coming with the professional crisis", "transformation of value-semantic sphere", "overcoming the professional identity crisis".…”

Section: Methods Of the Researchmentioning

confidence: 99%

“…It is also interesting that it's reflexive and value aspects of the emotional experience as mechanisms of higher level which move on the foreground, unlike negative emotions which are a common background of the crisis. The latter are rarely fixed by teachers in their self-reports, which demonstrates high development of their emotional self-regulation [5].…”

Section: /mentioning

confidence: 99%

“…to go on", loss of sense of innovation, falling behind the times, etc. We can say that the professional identity crisis is a situation of "inability" of realization of an inner professional idea in the actual situation of professional development [5]. The crisis forms the process of "going through" in the teacher's consciousness -the act of removal of disintegration of the value-semantic sphere of labor subject regulated by special psychological mechanisms, that is, value-semantic and reflexive mechanisms which are deployed towards changing the system of values and the semantic field of consciousness.…”

Section: /mentioning

confidence: 99%

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Foundation of Psychological Support in the Emotional Experience of Professional Identity Crisis by Teachers

Садовникова¹,

Сергеева²,

Котова³

et al. 2018

Eurasian J Anal Chem

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The background of the researched problem is determined by the psychological and pedagogical science's and practice's need to supplement the ideas about teachers' professional development and about the course of their getting through the emotional experience due to difficulties of this process; as a result, it is necessary to study psychological foundations of building of psychological support programs in the process of school teachers' getting through a professional crisis under conditions of permanent changes in the educational system. The main approach to studying this problem is the interview and phenomenological method that allows to identify and justify psychological basis of building of teacher support programs. The theoretical analysis allows to identify the nature of the support process, its goals and objectives, and to justify the methodological basis of the support program realization. The empiric results demonstrated that the process of teachers getting through the professional identity crisis goes hand in hand with the value-semantic transformation of a person and with "launching" of reflexive processes which, in turn, justifies resorting to them as to the psychological basis of building of teacher support programs. The research results expand the understanding of the nature of professional identity crisis phenomenon, the process of coming through it and supplement the data of the basis of building of teacher support programs.

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Section: Methods Of the Researchmentioning

confidence: 99%

Section: /mentioning

confidence: 99%

Section: /mentioning

confidence: 99%

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Foundation of Psychological Support in the Emotional Experience of Professional Identity Crisis by Teachers

Садовникова¹,

Сергеева²,

Котова³

et al. 2018

Eurasian J Anal Chem

View full text Add to dashboard Cite

show abstract

“…Such violation of mental balance occurs when an individual faces an important inescapable problem for which there is no immediate standard solution achieved by the currently available mechanisms of response regulation. In [7] describes the crisis as "an unexpected event or experience which cannot be 'processed' by the person and which interrupts the life continuity and contains the danger of an impending catastrphe". S. Graf notes that the state of the crisis can be hard for a person, but it has a huge evolutionary and healing potential.…”

Section: Introductionmentioning

confidence: 99%

“…The notion of the "professional identity crisis" has long been widely accepted in the Russian psychology. Thus, in [7], [8] define the crisis in the professional formation as comparatively short (up to one year long) period of fundamental restructuring of the professional consciousness, activity and behaviour of an individual and changing the professional development vector. The crises result in reorientation to new goals and correction and revision of the social and professional position, prepare for changes in the ways of performing activities, lead to adjustment in the relationships with the people around, and in some cases result in change of profession.…”

Section: Introductionmentioning

confidence: 99%

Specifics of defense and coping behavior among teachers experiencing a professional identity crisis

Садовникова¹,

Сергеева²,

Котова³

et al. 2018

IJET

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The issues addressed in the article are of particular relevance due to the necessity to provide research background for creating the system of psychological and pedagogical support for the professional development of teachers in the conditions of permanent changes in the system of education. The aim of the article is to describe specific interrelations between the reflection and the parameters of the teacher's axiological sphere (in particular, life-purpose orientations). The following research methods were used: theoretical analysis of psychological and educational literature, phenomenological method, questionnaires, and methods of mathematical and statistical data processing (descriptive statistics, comparative analysis (the Mann-Whitney U test). The results of the theoretical and empirical research provide adequate grounds for the conclusion that there is a definite interrelation between the parameters of reflection and the parameters of life-purpose orientations. It is proved that in the conditions of a professional identity crisis the teachers experience a significant reduction in the levels of life-purpose orientations, which in turn leads to intensification of reflection processes. At the same time, the obtained results suggest that the teachers can successfully overcome their professional crisis in case of formation of the cognitive component of the biographical reflection, aimed at the analysis of actions and means of understanding and organizing their life events. Implications of the research results. The research results expand our understanding of the essence and emotional experience of the professional identity crisis. They can be used in the designing the process of psychological support for the activities and professional development of teachers.

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Pedagogical Conditions and Structural and Functional Model of Developing the Professional Identity of Future Foreign Language Bachelors

Hnatik¹,

Lizak²

2020

Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology”

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The relevance of the research is explained by the modernisation of the educational process and the focus on the professional identity of future specialists in the context of their training in accordance with current needs. The aim of the study is to determine the totality of pedagogical conditions and substantiate the elements of the structural and functional model of developing the professional identity of future foreign language bachelors. The research was conducted based on systematic and structural approaches using methods of analysis, synthesis and systematisation. The article highlights a set of effective pedagogical conditions and substantiates the main components of the structural and functional model of developing the professional identity of future foreign language bachelors. The content of the categories “condition” and “pedagogical condition” is analysed. The definition of the concept of “model” and the main methods of its classification are considered, according to which the author’s structural and functional model was developed. It is established that the effective influence on the process of development of the studied phenomenon will be provided by the following pedagogical conditions: the development of a positive “I-image” of a professional in the minds of students through the use of the case method; ensuring the development of a professional worldview of future foreign language bachelors based on expanding the content of academic disciplines with information of an interdisciplinary nature; using the educational context of professional training of future foreign language bachelors as an environment for the development of professional identity; organizing reflexive and creative educational activities of students. The practical value of a scientific article is to create an author’s structural and functional model based on four components and then implement it in practice

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Semantic context of professional identity crisis experience by teachers

Cited by 3 publications

References 5 publications

Foundation of Psychological Support in the Emotional Experience of Professional Identity Crisis by Teachers

Foundation of Psychological Support in the Emotional Experience of Professional Identity Crisis by Teachers

Specifics of defense and coping behavior among teachers experiencing a professional identity crisis

Pedagogical Conditions and Structural and Functional Model of Developing the Professional Identity of Future Foreign Language Bachelors

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