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

Abstract

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.

Keywords

• teacher
• professional identity crisis
• experience
• psychological and pedagogical support