Professional Identity Of Future Masters Of Special (Speech Pathology) Education

Abstract

The relevance of research is caused by high standards for higher psychology and education institution during the Russian education system reforms. This is particularly about special education teacher training, whose career deals with the support of children development with disabilities in the learning process, with their conflict-free integration into everyday life, and is held in the advanced complexity conditions. In this regard, this article is concerned with the study of the peculiarities of students’ professional identity who take the Master’s course in the field of Special (speech pathology) education. By identity, the authors imply an integrated education that includes comprehension of a representative of the worthy occupation being mastered, an adequate assessment of significant proficiency of one’s personality, willingness to do work and constantly improve oneself. The principle research technique is an experiment that allows one to explore one of the least developed aspects of a special education teacher training, i.e. the motivational and personal component of professional identity. The authors use an original technique whilst experimental testing. The participants of the study are first-year undergraduates who are already engaged in independent teaching activities and therefore can assess their occupational levels properly. The article presents the peculiarities of their attitude to their chosen occupation, to its requirements and values, skillfully significant personal qualities and their vocational aptitude. The materials and results of this study, experimentally approved and involved in the learning process, can be successfully used in the vocational training of Masters in Special (speech pathology) education arrangement.