Abstract
The article discusses and describes in detail the pedagogical conditions that affect the formation of professional and personal identity of teachers of additional education. Various scientific approaches to understanding pedagogical conditions are analyzed. The author describes the most relevant interactive forms of professional and personal identity formation. The article recommends the program of professional development “ABC of professional and personal growth” and the technologies of its implementation.
Highlights
The article discusses and describes in detail the pedagogical conditions that affect the formation of professional and personal identity of teachers of additional education
At the present stage of the development of education, the path to success in the implementation of pedagogical activities largely depends on the formation of a stable and strong professional identity among teachers
The most important role is played by the qualitative process of professional and personal reflection of teachers
Summary
At the present stage of the development of education, the path to success in the implementation of pedagogical activities largely depends on the formation of a stable and strong professional identity among teachers. The changes taking place in the Russian society lead to an increase in the requirements for the professionalism of specialists, to the need to include them in the constant process of self-development, self-education and self-design In this issue, the most important role is played by the qualitative process of professional and personal reflection of teachers. Studies show that for the effective implementation of this process, it is necessary to organize special pedagogical conditions under which it becomes possible to truly selfknowledge of the individual in the course of his professional activity This problem seems to us relevant, because modern research reveals an insufficiently effective identification process in a significant number of modern teachers, expressed in the fact that specialists do not always fully understand their own personal resources, poorly identify themselves with the professional ideal, do not fully realize their belonging to the teaching profession and find it difficult to determine what their personal and professional identity is. This is reflected in the fact that the professional and personal identity of teachers remains a poorly controlled process, as a result of which teachers do not fully realize their individual opportunities for professional growth, which can lead to a crisis in the professional development of a teacher
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