Semantic Self-Regulation in Context of Teachers’ Experiences of Professional Identity Crisis

The mechanisms of the semantic self-regulation in a situation of a teacher’s crisis of professional identity are discussed. In the theoretical analysis, particular attention is paid to the problems of regulation of behaviour in crisis situations. A review of studies on the role of axiological and co...

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Autores principales:	N. O. Sadovnikova, T. B. Sergeeva
Formato:	article
Lenguaje:	RU
Publicado:	Tsentr nauchnykh i obrazovatelnykh proektov 2018
Materias:	teacher professional identity crisis experience semantic self-control Slavic languages. Baltic languages. Albanian languages PG1-9665
Acceso en línea:	https://doaj.org/article/601aa753f6c04b249598c5c94ea61838
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id	oai:doaj.org-article:601aa753f6c04b249598c5c94ea61838
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spelling	oai:doaj.org-article:601aa753f6c04b249598c5c94ea618382021-12-02T07:58:03ZSemantic Self-Regulation in Context of Teachers’ Experiences of Professional Identity Crisis2225-756X2227-129510.24224/2227-1295-2018-1-265-277https://doaj.org/article/601aa753f6c04b249598c5c94ea618382018-01-01T00:00:00Zhttps://www.nauka-dialog.ru/jour/article/view/702https://doaj.org/toc/2225-756Xhttps://doaj.org/toc/2227-1295The mechanisms of the semantic self-regulation in a situation of a teacher’s crisis of professional identity are discussed. In the theoretical analysis, particular attention is paid to the problems of regulation of behaviour in crisis situations. A review of studies on the role of axiological and conceptual entities of personality in difficult life and professional situations is made. The empirical study confirmed the hypothesis that a situation of experiencing a professional identity triggers the mechanisms of semantic self-regulation. It is shown that components of the regulation of teachers’ experience of professional identity crisis are interrelated with the parameters of the semantic sphere, in particular, with life guiding orientations, forming a complex, integrated mechanism. Central unit of semantic self-regulation is modelling, which is closely associated with life guiding orientations and stability of self-esteem of a teacher. It is suggested that modelling is a universal mechanism to deal with crisis situations, regardless of the peculiarities of professional orientation of a teacher. Mechanisms of semantic self-regulation showed a complex and ambiguous nature of the relationship with the peculiarities of professional experience of crisis, which suggests the presence of different types of semantic self-regulation and different strategies of crisis overcoming by teachers. This in turn suggests the novelty and heuristic value of the research results. The practical significance of the results is determined by the fact that they constitute the information basis for the development of individualized programs of psychological support of teachers in a situation of professional identity crisis.N. O. SadovnikovaT. B. SergeevaTsentr nauchnykh i obrazovatelnykh proektovarticleteacherprofessional identity crisisexperiencesemantic self-controlSlavic languages. Baltic languages. Albanian languagesPG1-9665RUНаучный диалог, Vol 0, Iss 1, Pp 265-277 (2018)
institution	DOAJ
collection	DOAJ
language	RU
topic	teacher professional identity crisis experience semantic self-control Slavic languages. Baltic languages. Albanian languages PG1-9665
spellingShingle	teacher professional identity crisis experience semantic self-control Slavic languages. Baltic languages. Albanian languages PG1-9665 N. O. Sadovnikova T. B. Sergeeva Semantic Self-Regulation in Context of Teachers’ Experiences of Professional Identity Crisis
description	The mechanisms of the semantic self-regulation in a situation of a teacher’s crisis of professional identity are discussed. In the theoretical analysis, particular attention is paid to the problems of regulation of behaviour in crisis situations. A review of studies on the role of axiological and conceptual entities of personality in difficult life and professional situations is made. The empirical study confirmed the hypothesis that a situation of experiencing a professional identity triggers the mechanisms of semantic self-regulation. It is shown that components of the regulation of teachers’ experience of professional identity crisis are interrelated with the parameters of the semantic sphere, in particular, with life guiding orientations, forming a complex, integrated mechanism. Central unit of semantic self-regulation is modelling, which is closely associated with life guiding orientations and stability of self-esteem of a teacher. It is suggested that modelling is a universal mechanism to deal with crisis situations, regardless of the peculiarities of professional orientation of a teacher. Mechanisms of semantic self-regulation showed a complex and ambiguous nature of the relationship with the peculiarities of professional experience of crisis, which suggests the presence of different types of semantic self-regulation and different strategies of crisis overcoming by teachers. This in turn suggests the novelty and heuristic value of the research results. The practical significance of the results is determined by the fact that they constitute the information basis for the development of individualized programs of psychological support of teachers in a situation of professional identity crisis.
format	article
author	N. O. Sadovnikova T. B. Sergeeva
author_facet	N. O. Sadovnikova T. B. Sergeeva
author_sort	N. O. Sadovnikova
title	Semantic Self-Regulation in Context of Teachers’ Experiences of Professional Identity Crisis
title_short	Semantic Self-Regulation in Context of Teachers’ Experiences of Professional Identity Crisis
title_full	Semantic Self-Regulation in Context of Teachers’ Experiences of Professional Identity Crisis
title_fullStr	Semantic Self-Regulation in Context of Teachers’ Experiences of Professional Identity Crisis
title_full_unstemmed	Semantic Self-Regulation in Context of Teachers’ Experiences of Professional Identity Crisis
title_sort	semantic self-regulation in context of teachers’ experiences of professional identity crisis
publisher	Tsentr nauchnykh i obrazovatelnykh proektov
publishDate	2018
url	https://doaj.org/article/601aa753f6c04b249598c5c94ea61838
work_keys_str_mv	AT nosadovnikova semanticselfregulationincontextofteachersexperiencesofprofessionalidentitycrisis AT tbsergeeva semanticselfregulationincontextofteachersexperiencesofprofessionalidentitycrisis
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Semantic Self-Regulation in Context of Teachers’ Experiences of Professional Identity Crisis

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