(2018) Science and education, 4, 154-160. Odessa.

Natalia Merkulova,
PhD (Candidate of Pedagogical Sciences), senior lecturer,
Department of Social Work, Social Pedagogy and Preschool Education,
Olha Kochkurova,
PhD (Candidate of Psychological Sciences), senior lecturer,
Department of Psychology,
Melitopol Bohdan Khmelnytskyi State Pedagogical University,
20, Hetmanska Str., Melitopol, Zaporizhzhia region, Ukraine,
Tetiana Nikonenko,
senior lecturer, Department of Primary Education,
Berdyansk State Pedagogical University,
4, Schmidta Str., Berdiansk, Zaporizhzhia region, Ukraine

PROFESSIONAL IDENTITY TRAINING AS A MEANS OF FUTURE
PRIMARY SCHOOL TEACHERS’ PROFESSIONAL DEVELOPMENT

The paper aims to check the efficiency of the developed training aimed at the formation of professional identity of university students majoring in primary education. The professional identity formation is a complex process, which is why the purpose of the research is to examine the dynamics of the development of professional identity. The study involved 162 students majoring in Primary Education of Melitopol Bohdan Khmelnytskyi State Pedagogical University. The respondents were randomly selected in total 60 surveyed and were divided into control and experimental groups 30 persons each. The main research tool to examine professional identity of the respondents was Professional Identity Status Scale developed by A. Azbel and A. Hretsova. This technique helps to identify the “level” (uncertain, imposed, moratorium or mature professional identity) of professional self-determination. According to the initial assessment, almost half of future primary school teachers have mature professional identity but almost the same number of the students are characterized by the “moratorium”professional identity. A significant number of students have an imposed and uncertain professional identity. This fact proves the necessity of psychological support for the formation of the professional identity of future primary school teachers.The introduction of the training program resulted in an increase of the levels of key factors in the development of the professional identity of future primary school teachers.

professional identity, training, professional self-realization, interactive methods, competence, pedagogical innovations.

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