Keyword: «professional identity»

The article presents the results of a theoretical analysis of the problem of studying the features of the development of professional identity among students of a pedagogical university. The author provides an understanding of the concept of professional identity, its structure, as well as the main features of the development of professional identity during the period of study at a university.

The article is devoted to the study of the psychology of self-development of the teacher’s personality, an attempt is made to substantiate the relationship between professional identity and self-efficacy of the teacher.

The topicality of the issue of university faculty providing support for students choosing their professional pathways stems from the long-felt need for changes in universities’ and faculties’ performance, with such changes being implemented in the form of more substantial career guidance support. The latter is to be offered not only to those entering universities and then-graduates but also to those who are ‘in between’ these two categories. Our research was aimed to reveal how faculty itself feels about this role, in what way this support can be implemented and what kind of problems and barriers they can face in this process. With the use of pedagogical, psychological and acmeological approaches, possible algorithms of such interaction between a teacher and a student can be established. The expert survey we conducted showed that the majority of the surveyed demonstrated positive approach towards providing career guidance support as part of their performance, with the elements thereof being incorporated into the teaching process and demonstrating certain understanding in what forms such support should be granted, whereas in the course of in-depth interviews, a number of those taking part in the expert survey described potential problems and barriers in implementing such kind of tasks. The practical importance of our research can be reflected in the revealed opportunity of implementing such pedagogical model into university teachers’ performance, which will allow to make the qualitative shifts of bachelors’ training resulting in individuals then joining workforce being well aware of their professional goals and having made a conscious and informed choice of their career pathway.

In a society of uncertainty, the issue of identifying the personal characteristics of university students that mediate the process of professional self-determination becomes particularly relevant. This knowledge makes it possible to predict the success of this process. The aim of the study is to identify the correlation of professional identity types among first-year students with sense of purpose in life, academic motivation, and professional experience. The theoretical basis of the study was the concept of personal potential by D.A. Leontiev, the provisions of the self-determination theory by E. Deci and R. Ryan, theories of meaning, based on which an assumption was formed about the structure of personal predictors of university students’ professional self-determination. The study resulted in identification of the connection between the status of professional identity and indicators of the sense of purpose in life, the nature of academic motivation and the professional experience among first-year students. A moderate positive relationship was found between indicators of professional identity status and the sense of purpose in life on the scales: «General sense of purpose in life», «Goals in life», «Life process», «Life outcome», «Locus of control – Self», «Locus of control – Life». A moderate positive relationship was found between indicators of professional identity status and internal motivation, as well as a moderate negative relationship between indicators of professional identity status and amotivation. Respondents with the “achieved” status of professional identity have the highest indicators of the sense of purpose in life and internal motivation, they have a plan for their own professional career and experience of professional training or activity, they are already working or are going to work in their chosen field of training and do not intend to change the area of training as compared with holders of other professional identity statuses. The theoretical significance of the study lies in clarifying ideas about the patterns and factors of professional self-determination of university students. In a practical aspect, the results of the study will make it possible to predict the results of professional self-determination and will be useful for individualizing the support of professional self-determination of first-year students at a university.

The article is devoted to the current problem of the formation of professional identity among medical university students. In modern conditions of intercultural interaction, language training is of particular importance, which contributes to the integration of future doctors into the international professional community and provides access to advanced scientific achievements. Modelling the educational process for the formation of the professional identity of medical university students is an important and complex process, including not only the acquisition of medical knowledge and skills by future doctors, but also the development of their personal qualities such as responsibility, empathy and ethics. The aim of this study is to test the results of solving an applied pedagogical problem – the development of a model for the formation of professional identity of medical university students in the process of language training. The article provides an analysis of the literature on the interpretation of the professional identity of students by domestic and foreign researchers, gives the author's definition of the professional identity of a medical university student, describes a model for the formation of the professional identity of medical university students in the process of language training, representing the process under study as a whole and as a set of interrelated elements that reflect the needs of both the medical field as a whole and the medical university in particular in the training of highly qualified medical specialists. The model consists of six units: target, methodological, content-organizational, procedural, criteria-assessment, correctional ones and it is based on the principles of professional orientation, integrity, interdisciplinary integration, communication and contextuality, functionality of the educational environment. The model has a practical orientation and its implementation in the process of language training gradually forms a professional identity for students of a medical university. The research is based on the ideas of occupational, holistic, integrative activity-oriented, communicative-cognitive and environmental approaches. The provisions of the study can become a theoretical basis for further development of the problem of forming the professional identity of future medical specialists in medical universities in Russia.