scholarly journals Foundation of Psychological Support in the Emotional Experience of Professional Identity Crisis by Teachers

2018 ◽  
Vol 13 (1b) ◽  
Author(s):  
Nadezhda Sadovnikova ◽  
Tamara Sergeeva ◽  
Svetlana Kotova ◽  
Irina Khasanova ◽  
Arseniy Pesterev
Keyword(s):  
Professional Identity ◽  
Emotional Experience ◽  
Identity Crisis ◽  
Psychological Support

scholarly journals Specifics of defense and coping behavior among teachers experiencing a professional identity crisis

2018 ◽  
Vol 7 (2.13) ◽  
pp. 36
Author(s):  
Nadezhda O. Sadovnikova ◽  
Tamara B. Sergeeva ◽  
Svetlana S. Kotova ◽  
Irina I. Khasanova ◽  
Valeriya A. Domoratskaya
Keyword(s):  
Professional Development ◽  
Professional Identity ◽  
Emotional Experience ◽  
Coping Behavior ◽  
Identity Crisis ◽  
Life Purpose ◽  
Research Results ◽  
Cognitive Component ◽  
Professional Development Of Teachers ◽  
And Coping

The issues addressed in the article are of particular relevance due to the necessity to provide research background for creating the system of psychological and pedagogical support for the professional development of teachers in the conditions of permanent changes in the system of education. The aim of the article is to describe specific interrelations between the reflection and the parameters of the teacher's axiological sphere (in particular, life-purpose orientations). The following research methods were used: theoretical analysis of psychological and educational literature, phenomenological method, questionnaires, and methods of mathematical and statistical data processing (descriptive statistics, comparative analysis (the Mann-Whitney U test). The results of the theoretical and empirical research provide adequate grounds for the conclusion that there is a definite interrelation between the parameters of reflection and the parameters of life-purpose orientations. It is proved that in the conditions of a professional identity crisis the teachers experience a significant reduction in the levels of life-purpose orientations, which in turn leads to intensification of reflection processes. At the same time, the obtained results suggest that the teachers can successfully overcome their professional crisis in case of formation of the cognitive component of the biographical reflection, aimed at the analysis of actions and means of understanding and organizing their life events. Implications of the research results. The research results expand our understanding of the essence and emotional experience of the professional identity crisis. They can be used in the designing the process of psychological support for the activities and professional development of teachers. 

scholarly journals A CONSTRUÇÃO DAS IDENTIDADES DOS PROFISSIONAIS DA EDUCAÇÃO

2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 15-21
Author(s):  
Alberto Albuquerque Gomes
Keyword(s):  
Professional Identity ◽  
Identity Crisis ◽  
Teaching Profession ◽  
Doctoral Training ◽  
Initial Training ◽  
Professional Identities ◽  
Initial Formation ◽  
Rapid Process ◽  
The World

This article results from reflections during my post-doctoral training at the Lusophone University of Humanities and Technology, in Lisbon. I was intrigued that mechanisms or factors were decisive / decisive in the construction of the identity of the teaching profession. Here I present a small cut considering aspects related to the construction of professional identities. Among the questions that emerged from our reflection: what can be enumerated: 1. The enormous dispersion of courses and initial training is an important component, although it is not enough to explain the panorama of the identity crisis of teachers; 2. The low quality of the initial formation can attribute this inconsistency of the professional identity; 3. The indefinition of a field and an object of pedagogy contributes to this fragility; 4. We are faced with a rapid process of resizing the world of work where functions and roles undergo rapid transformations, characterizing the professions without the constitution of new identities

scholarly journals Psychosocial Factors that Shape the Professional Identity Crisis in Prospective Language Teachers

2021 ◽  
Author(s):  
Marlon Vanegas ◽  
Leslie Lopera ◽  
Hugo Mesa
Keyword(s):  
Professional Identity ◽  
Psychosocial Factors ◽  
Prospective Teachers ◽  
Career Guidance ◽  
Psychosocial Support ◽  
Language Teaching ◽  
Identity Crisis ◽  
Teaching Profession ◽  
Language Teachers ◽  
The Social

This case study, framed in the Socio-critical paradigm and following a narrative approach, describes the role psychosocial factors play in shaping the professional identity crisis in a group of prospective teachers in the Language Teaching Program of a private university in Medellín, Colombia. We developed three data collection techniques to conduct this study. First, participants in the stage of professional practicum were to write a narrative about their first experiences as prospective language teachers. Our objective was to describe the psychosocial factors shaping the identity crisis. Then, we conducted semi-structured interviews with the intention of defining the role these factors play in shaping the crisis; and finally, a focus group with the objective of relating these psychosocial factors with the identity crisis. Findings revealed that prospective teachers perceive themselves very vulnerable to fail, they tend to avoid frustration and their lack of self-confidence inhibits their class performance. We also found that the lack of career guidance during high school years, the social status of the teaching profession, and the idealization of the teaching profession as well as the social conditions of school contexts, played an important role in shaping the identity crisis in our prospective teachers. We find it advisable for Language Teaching Programs to develop psychosocial support strategies that bring prospective teachers’ voices to be heard in favor of constructing strong and resilient identities able to respond to current school demands.

scholarly journals RELEVANT CONCEPTS OF A TEACHER’S STATE WHEN EXPERIENCING PROFESSIONAL IDENTITY CRISIS

2019 ◽  
Vol 21 (2) ◽  
pp. 113-131 ◽  
Author(s):  
N. O. Sadovnikova ◽  
A. M. Mirzaahmedov
Keyword(s):  
Professional Development ◽  
Professional Identity ◽  
Cross Sections ◽  
Survey Methods ◽  
Identity Crisis ◽  
Practical Significance ◽  
Professional Activity ◽  
The Past ◽  
Successful Recovery ◽  
Personal Crisis

Introduction. Recently, a professional activity and development of a teacher has been carried out in the context of permanent changes in the education system. The necessity to adapt to innovations is accompanied by an increase in tension, in resistance and in the probability of destructive tendencies in teacher’s personality and professional crisis that can face the teacher in the process of professionalisation. A constructive resolution of crisis leads the teacher to the transition to a new stage of professional development and enrichment of his or her professional and personal potential. The non-constructive resolution of the crisis leads to stagnation of the teacher and increased destruction of the personality. In light of this, it is relevant to study the peculiarities of the teacher’s professional personality crisis and to identify the mechanisms for successful recovery from the crisis.The aim of the present article was to disclose the research results on current sense states, which teachers face when experiencing professional personal crisis. Methodology and research methods. The methodological basis of the work was the systemic and phenomenological approaches. The method of cross-sections was used as an organisational method. The collection of empirical data was carried out by means of survey methods: a phenomenological questionnaire “Experiencing a professional personality crisis” and an adapted version of the test of life-sense orientations by D. A. Leontyev. The research sample was made by teachers of secondary schools. The analysis of the results was carried out through content analysis, comparative and frequency analysis.Results and scientific novelty. Theoretical and methodological analysis of the works of foreign and domestic scientists allowed authors to form a hypothesis that the situation of crisis is followed by disagreement in consciousness of the person’s professional past, present and future. The conducted research showed that only 19%  of teachers in the state of crisis possessed the balanced temporary loci. Apparently, these respondents were at the stage of recovery from the crisis and the transformation of values and meanings in their consciousness that already occurred. Sense-bearing desynchronosis was observed among vast majority of teachers (81%), expressed in “leaving” into any of temporary loci (in the past, present or future), i.e. a kind of escape from a crisis situation, which, in turn, gave rise to decrease in meaning of life in general. The authors concluded that fragmentary perception of life timelines leads to strengthening of destructive trends in teacher’s professional development and their stagnation. Practical significance. The research materials can provide a framework for design and realisation of the programmes of psycho-pedagogical support for teachers, taking into account their feelings during professional identity crisis. 

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