COMPARATIVE ANALYSIS OF PROFESSIONAL SELF-CONSCIOUSNESS PECULIARITIES OF EDUCATORS WITH DIFFERENT QUALIFICATION LEVEL

Abstract

The article presents the results of a study of professional self- consciousness of educators with different work experience in the specialty. The main directions of scientific research in the field of personal self-consciousness and professional self-consciousness in particular are pointed, the analysis of theoretical approaches to definition of professional self-consciousness and its structure allocation is given. 
 The data of a comparative research of the peculiarities of the development of professional self-consciousness of educators with different levels of qualification were analyzed. Its results showed the existence of differences in the level of development of all components of professional self-consciousness of the studied educators. We concluded that the differences in the development of the cognitive component are in the degree of self-esteem and self-understanding. Also, gaining professional experience and changing the level of qualification have an impact on the development of the emotional and evaluative component of professional self-consciousness of pedagogues. There are differences in the development of the regulatory component of professional self-consciousness of future and working teachers in terms of their self-confidence as a specialists. Pedagogues with different levels of qualification have differences in the manifestation of motivation for success, which is a part of motivational component of educators’ professional self-consciousness. Also, with the change of professional qualification, there are differences in the degree of their purposefulness, productivity, self-belief as a specialist and meaningfulness in the profession. 
 In general, it was found that the lowest level of the components of professional self-consciousness is observed for students, who, however, have a high degree of meaningfulness of life and themselves in the profession. At the same time, the highest level of development of the components of professional self-consciousness is observed for teachers with up to 5 years of experience.