Model of Psychological and Pedagogical Support of Teachers’ Experience of Professional Identity Crisis

The question of the content of psychological and pedagogical support of teachers’ experience of professional identity crisis is raised. Researches of domestic and foreign scientists related to the study of crisis and crisis states of personality, including crises of professional development are revi...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autor principal:	N. O. Sadovnikova
Formato:	article
Lenguaje:	RU
Publicado:	Tsentr nauchnykh i obrazovatelnykh proektov 2017
Materias:	teacher professional identity crisis experience psychological and pedagogical support Slavic languages. Baltic languages. Albanian languages PG1-9665
Acceso en línea:	https://doaj.org/article/2e17bd22cfb049beaa566f5760094a20
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:2e17bd22cfb049beaa566f5760094a20
record_format	dspace
spelling	oai:doaj.org-article:2e17bd22cfb049beaa566f5760094a202021-12-02T07:58:02ZModel of Psychological and Pedagogical Support of Teachers’ Experience of Professional Identity Crisis2225-756X2227-129510.24224/2227-1295-2017-11-468-479https://doaj.org/article/2e17bd22cfb049beaa566f5760094a202017-11-01T00:00:00Zhttps://www.nauka-dialog.ru/jour/article/view/588https://doaj.org/toc/2225-756Xhttps://doaj.org/toc/2227-1295The question of the content of psychological and pedagogical support of teachers’ experience of professional identity crisis is raised. Researches of domestic and foreign scientists related to the study of crisis and crisis states of personality, including crises of professional development are reviewed. The phenomenon of professional identity crisis refers to long-lasting non-equilibrium state of the subject of work caused by the misalignment of value-semantic sphere of personality, actualizing the process of experiencing in which there is a transformation of the personality substructures. A definition of the phenomenon of experience of professional identity crisis is given. It is the work on elimination of the disintegration of value-semantic sphere of the subject of work, which is governed by specific psychological mechanisms (value-semantic, reflective, anticipating), and externally manifested in the transformation of general strategy of subject’s activity. On the basis of the study a detailed definition of psychological and pedagogical support of teachers experience of professional identity crisis is given. It is a system of measures for mainstreaming of vocational and psychological potential of the subject of activities for the constructive resolution of professional identity crisis. As methodological approaches and principles to the design and implementation of psychological and pedagogical support systemic, synergistic, contextual, historical and evolutionary, phenomenological approaches are offered.N. O. SadovnikovaTsentr nauchnykh i obrazovatelnykh proektovarticleteacherprofessional identity crisisexperiencepsychological and pedagogical supportSlavic languages. Baltic languages. Albanian languagesPG1-9665RUНаучный диалог, Vol 0, Iss 11, Pp 468-479 (2017)
institution	DOAJ
collection	DOAJ
language	RU
topic	teacher professional identity crisis experience psychological and pedagogical support Slavic languages. Baltic languages. Albanian languages PG1-9665
spellingShingle	teacher professional identity crisis experience psychological and pedagogical support Slavic languages. Baltic languages. Albanian languages PG1-9665 N. O. Sadovnikova Model of Psychological and Pedagogical Support of Teachers’ Experience of Professional Identity Crisis
description	The question of the content of psychological and pedagogical support of teachers’ experience of professional identity crisis is raised. Researches of domestic and foreign scientists related to the study of crisis and crisis states of personality, including crises of professional development are reviewed. The phenomenon of professional identity crisis refers to long-lasting non-equilibrium state of the subject of work caused by the misalignment of value-semantic sphere of personality, actualizing the process of experiencing in which there is a transformation of the personality substructures. A definition of the phenomenon of experience of professional identity crisis is given. It is the work on elimination of the disintegration of value-semantic sphere of the subject of work, which is governed by specific psychological mechanisms (value-semantic, reflective, anticipating), and externally manifested in the transformation of general strategy of subject’s activity. On the basis of the study a detailed definition of psychological and pedagogical support of teachers experience of professional identity crisis is given. It is a system of measures for mainstreaming of vocational and psychological potential of the subject of activities for the constructive resolution of professional identity crisis. As methodological approaches and principles to the design and implementation of psychological and pedagogical support systemic, synergistic, contextual, historical and evolutionary, phenomenological approaches are offered.
format	article
author	N. O. Sadovnikova
author_facet	N. O. Sadovnikova
author_sort	N. O. Sadovnikova
title	Model of Psychological and Pedagogical Support of Teachers’ Experience of Professional Identity Crisis
title_short	Model of Psychological and Pedagogical Support of Teachers’ Experience of Professional Identity Crisis
title_full	Model of Psychological and Pedagogical Support of Teachers’ Experience of Professional Identity Crisis
title_fullStr	Model of Psychological and Pedagogical Support of Teachers’ Experience of Professional Identity Crisis
title_full_unstemmed	Model of Psychological and Pedagogical Support of Teachers’ Experience of Professional Identity Crisis
title_sort	model of psychological and pedagogical support of teachers’ experience of professional identity crisis
publisher	Tsentr nauchnykh i obrazovatelnykh proektov
publishDate	2017
url	https://doaj.org/article/2e17bd22cfb049beaa566f5760094a20
work_keys_str_mv	AT nosadovnikova modelofpsychologicalandpedagogicalsupportofteachersexperienceofprofessionalidentitycrisis
_version_	1718399032114544640

Model of Psychological and Pedagogical Support of Teachers’ Experience of Professional Identity Crisis

Ejemplares similares