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Previous issue (2020. Vol. 17, no. 1)

Bulletin of Psychological Practice in Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2658-3100

DOI: https://doi.org/10.17759/bppe

License: CC BY-NC 4.0

Started in 2004

Published quarterly

Free of fees
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Formation of Professional and Personal Identity of Additional Education Teachers 73

Svobodina Yu.V.
Educational Psychologist, Children and Youth Center for Space Education “Galaxy”, Kaluga, Russia
e-mail: ysvobodina@bk.ru

Khristoforova E.V.
Deputy Director for Educational Work, Children and Youth Center for Space Education “Galaxy”, Kaluga, Russia
e-mail: 79105436162@ya.ru

Abstract
The article highlights the results of research work aimed on the theoretical justification and experimental verification of the psychological and pedagogical conditions for the formation of professional identity of teachers of additional education in the process of their professional activity. As part of the theoretical justification, the concept of “identity” is considered in the context of personal development and professional formation, the mechanisms of its formation and the criteria for assessing the level of professional and personal identity of teachers are determined; diagnostic techniques for experimental research were selected and interactive training forms and methods for working with teachers were determined. As a part of the experimental activities results’ examination, a description is given of a modular psychological and pedagogical program for the formation of a professional-personal identity of additional education teachers “The basics of professional and personal growth” and the results of a monitoring study of its effectiveness.

Keywords: professional and personal identity, self-development, identification, motives of professional activity

Column: Axiological and Personality-Oriented Basis of Cooperation and Interaction of Educational Environment Subjects

DOI: https://doi.org/10.17759/bppe.2019160309

For Reference

Acknowledgements

The authors are grateful for the help in carrying out the research by the research supervisor A.V. Lyfenko, PH. D. (Pedagogy), associate professor of the Department of Pedagogy of the Kaluga State University named after K.E. Tsiolkovsky.

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