Abstract
The problem considered in this article is to determine the role of the corporate culture of educational organizations in the process of forming the professional identity of teachers. Emphasis is placed on the indicative approach, within the framework of which the potential of teachers is supported; detection by teachers of their own problems and giving them a developmental character by turning the problem into a task of activity. It has been determined that the indicative approach brings closer to understanding the mechanisms of formation of new subjective qualities of teachers in the process of putting forward and achieving goals at the stages of mastering certain types of activities, as a result, the development of the fragmentary experience of teachers into a stable motivation for professional improvement in the process of collective activity.
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