Model of Psychological and Pedagogical Support of Teachers’ Experience of Professional Identity Crisis
The question of the content of psychological and pedagogical support of teachers’ experience of professional identity crisis is raised. Researches of domestic and foreign scientists related to the study of crisis and crisis states of personality, including crises of professional development are revi...
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| Format: | Article |
| Language: | Russian |
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Tsentr nauchnykh i obrazovatelnykh proektov
2017-11-01
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| Series: | Научный диалог |
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| Online Access: | https://www.nauka-dialog.ru/jour/article/view/588 |
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| author | N. O. Sadovnikova |
| author_facet | N. O. Sadovnikova |
| author_sort | N. O. Sadovnikova |
| collection | DOAJ |
| description | The question of the content of psychological and pedagogical support of teachers’ experience of professional identity crisis is raised. Researches of domestic and foreign scientists related to the study of crisis and crisis states of personality, including crises of professional development are reviewed. The phenomenon of professional identity crisis refers to long-lasting non-equilibrium state of the subject of work caused by the misalignment of value-semantic sphere of personality, actualizing the process of experiencing in which there is a transformation of the personality substructures. A definition of the phenomenon of experience of professional identity crisis is given. It is the work on elimination of the disintegration of value-semantic sphere of the subject of work, which is governed by specific psychological mechanisms (value-semantic, reflective, anticipating), and externally manifested in the transformation of general strategy of subject’s activity. On the basis of the study a detailed definition of psychological and pedagogical support of teachers experience of professional identity crisis is given. It is a system of measures for mainstreaming of vocational and psychological potential of the subject of activities for the constructive resolution of professional identity crisis. As methodological approaches and principles to the design and implementation of psychological and pedagogical support systemic, synergistic, contextual, historical and evolutionary, phenomenological approaches are offered. |
| format | Article |
| id | doaj-art-2e17bd22cfb049beaa566f5760094a20 |
| institution | Kabale University |
| issn | 2225-756X 2227-1295 |
| language | Russian |
| publishDate | 2017-11-01 |
| publisher | Tsentr nauchnykh i obrazovatelnykh proektov |
| record_format | Article |
| series | Научный диалог |
| spelling | doaj-art-2e17bd22cfb049beaa566f5760094a202025-08-25T18:13:15ZrusTsentr nauchnykh i obrazovatelnykh proektovНаучный диалог2225-756X2227-12952017-11-0101146847910.24224/2227-1295-2017-11-468-479584Model of Psychological and Pedagogical Support of Teachers’ Experience of Professional Identity CrisisN. O. Sadovnikova0Russian State Vocational Pedagogical UniversityThe question of the content of psychological and pedagogical support of teachers’ experience of professional identity crisis is raised. Researches of domestic and foreign scientists related to the study of crisis and crisis states of personality, including crises of professional development are reviewed. The phenomenon of professional identity crisis refers to long-lasting non-equilibrium state of the subject of work caused by the misalignment of value-semantic sphere of personality, actualizing the process of experiencing in which there is a transformation of the personality substructures. A definition of the phenomenon of experience of professional identity crisis is given. It is the work on elimination of the disintegration of value-semantic sphere of the subject of work, which is governed by specific psychological mechanisms (value-semantic, reflective, anticipating), and externally manifested in the transformation of general strategy of subject’s activity. On the basis of the study a detailed definition of psychological and pedagogical support of teachers experience of professional identity crisis is given. It is a system of measures for mainstreaming of vocational and psychological potential of the subject of activities for the constructive resolution of professional identity crisis. As methodological approaches and principles to the design and implementation of psychological and pedagogical support systemic, synergistic, contextual, historical and evolutionary, phenomenological approaches are offered.https://www.nauka-dialog.ru/jour/article/view/588teacherprofessional identity crisisexperiencepsychological and pedagogical support |
| spellingShingle | N. O. Sadovnikova Model of Psychological and Pedagogical Support of Teachers’ Experience of Professional Identity Crisis Научный диалог teacher professional identity crisis experience psychological and pedagogical support |
| title | Model of Psychological and Pedagogical Support of Teachers’ Experience of Professional Identity Crisis |
| title_full | Model of Psychological and Pedagogical Support of Teachers’ Experience of Professional Identity Crisis |
| title_fullStr | Model of Psychological and Pedagogical Support of Teachers’ Experience of Professional Identity Crisis |
| title_full_unstemmed | Model of Psychological and Pedagogical Support of Teachers’ Experience of Professional Identity Crisis |
| title_short | Model of Psychological and Pedagogical Support of Teachers’ Experience of Professional Identity Crisis |
| title_sort | model of psychological and pedagogical support of teachers experience of professional identity crisis |
| topic | teacher professional identity crisis experience psychological and pedagogical support |
| url | https://www.nauka-dialog.ru/jour/article/view/588 |
| work_keys_str_mv | AT nosadovnikova modelofpsychologicalandpedagogicalsupportofteachersexperienceofprofessionalidentitycrisis |