Осмысленность жизни и профессиональный опыт как предикторы профессионального самоопределения будущих педагогов

Abstract

Background. In the context of modern multi-level higher education, identifying predictors for professional self-determination of future teachers seems to be signi[cant to provide e\ectiveness of this process. ]e knowledge of the composition of predictors to professional self-determination is relevant while organizing educational support as well as professional and personal development of students of Masters’ Programs in Education. Objective. ]e study aims to identify the nature of the relationship between the indicators of meaningfulness of life and the development of professional identity among future teachers, depending on their teaching experience. Sample. 73 students of Masters Program in Education at the Tyumen State University took part in the pilot study. ]e participants di\ered in their experience of previous education and teaching practice. Methods. An empirical study was carried out with the “Questionnaire of professional identity” by A.A. Ozerina, the modi[ed questionnaire “Professional Identity” by U.S. Rodygina, “]e Test of Meaningful Life Orientations (MLO)” by D.A. Leontiev. To collect additional information about the respondents, a questionnaire including questions on the availability of professional education as well as work experience in the profession was proposed. Results. Positive correlations were found between the MLO indicators and the formation of professional identity, characteristics of professional plans, acceptance of the profession, professional position, positive emotions and an active attitude towards the profession. Negative correlations of the MLO indicators with negative emotions associated with the dissatisfaction of human needs in the teaching profession and with the passive attitude to the profession. Regression models are built for the formation and maturation of professional identity. It has been established that the formation of professional identity is determined by the presence of conscious aspirations and a non-passive attitude towards the chosen [eld of activity. While the maturity of professional identity is determined by the ability to manage one’s own life. It is shown that the level and structure of professional identity depend on the teaching experience. Higher indicators on the scales of professional identity, the certainty of professional plans, the internal image of the profession, the clarity and awareness of the image of a professional and the activity of a professional position were revealed in the group of future teachers who had professional experience. Conclusion. ]e study indicates the links between indicators of life meaningfulness, professional experience and the degree of professional identity formation in future teachers. Practical application of the results. ]e results of the study can be used in organizing the support of professional self-determination for future teachers in the process of university training.