Keyword: «teacher professional training»

The article is devoted to the theoretical conceptualization of the process of transforming teachers’ professional identity in the conditions of inclusive education. The relevance of the study is determined by the fact that the success of implementing inclusive practices critically depends on teachers’ readiness for a profound reconstruction of their professional self-awareness; however, the processes of this transformation remain insufficiently conceptualized in the scholarly literature. The aim of the research is to develop an integrative model of the transformation of teachers’ professional identity based on a systematic analysis of foreign and Russian studies. The methodological foundation comprises socio-constructivist, systemic, activity-based, and reflexive approaches; the primary method is theoretical analysis of scholarly literature using comparative analysis and conceptual modeling. The main research results include the identification of structural components of professional identity (cognitive, emotional, value-based, behavioral), transformation mechanisms (reflexive, adaptive, integrative), a typology of developmental trajectories of the process (constructive, adaptive, crisis, regressive), systematization of factors, barriers, and resources of transformation, as well as the development of an integrative model reflecting the multilevel and dynamic nature of the process. The scientific novelty lies in the holistic conceptualization of the transformation of professional identity as a non-linear process determined by the synergistic interaction of internal and external factors, and in the identification of culturally specific features of the Russian context. The theoretical significance consists in the systematization of contemporary scholarly perspectives and the creation of a conceptual framework for further research. The practical significance is determined by the possibility of using the model to develop professional training programs, systems of psychological-pedagogical support, and the creation of a supportive organizational environment in educational institutions.