Профессиональный маргинализм военнослужащих: педагогические условия предупреждения в образовательном процессе военных вузов

Abstract

We considered the current and insufficiently developed problem of professional marginalism by domestic teachers in the aspect of creating pedagogical conditions in the educational process of military universities to prevent it. Based on the analysis of philosophical, sociological, psychological literature, we specified the concept of “professional marginalism of servicemen”, gave its characterization as a dangerous psychological phenomenon, gave a comparative characteristic of the concepts of “professional burnout” and “deviant behavior”. To identify pedagogical conditions for preventing professional marginalism, we considered it as an antipode of the professional identity of military specialists. In view of the fact that the formation of the professional identity of future officers in the educational process of military universities is carried out during the implementation of educational tasks in classrooms and in extracurricular activities, we presented pedagogical conditions, the creation of which contributes to the prevention of professional marginalism of specialists engaged in military professional activities. The presented research results have a scientific novelty, since in this aspect the professional marginalism of servicemen has not yet been investigated, and we give not only a concretization of the key concept, but also the identified pedagogical conditions. The opportunities that arise in connection with the creation in the educational process of military universities of pedagogical conditions that prevent professional marginalism of military personnel as a dangerous psychological phenomenon determine the practical significance of the research and its results. Further development of the problem will contribute to the creation of a holistic concept of the development of professional identity and the prevention of professional marginalism of servicemen.