A phenomenological approach to organizing psychological support of professional development of teachers

This article describes the basic methodological approaches to psychological support teachers. The phenomenological approach is the most promising approaches.Статья описывает основные методологические подходы к организации психологического сопровождения педагогов. В качестве одного из перспективных подходов предлагается феноменологический подход

Basic principles of preparation of teachers for inclusive vocational education

The article analyzes the problem of training of teachers of vocational education to the implementation of inclusive education. The author describes the principles of formation of readiness of teachers to work with children with disabilitiesВ статье анализируется проблема подготовки педагогов профессионального образования к реализации инклюзивного образования. Раскрываются принципы формирования готовности педагогов к работе с детьми-инвалидам

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 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

PSYCHOLOGICAL FEATURES OF PROFESSIONAL IDENTITY CRISIS EXPERIENCE BY TEACHERS

Introduction. In the conditions of constant changes in many public institutions, economic and social instability, permanent educational reforms generate and increase the sense of personal insecurity experienced by modern educators. The requirements of the new social and professional situation involve the independent design of their professional path, the presence of high internal motivation for professional achievement. At the same time, against the backdrop of the low social status of the profession as well as the increasing requirements for the level of performance of activities, many teachers and educators are not prepared to rethink own role in the modern educational process and to resolve emerging professional difficulties. The aim of the publication is to analyze the essence of the concept of “professional identity crisis” and to disclose the psychological features of the experience of this state by teachers. Methodology and research methods. The following questionnaire methods were used for empirical data collection in the course of the study: the method of biographical reflection of M. V. Klementyeva; differential reflexivity test developed by D. A. Leontiev and E. A. Osin; the test of meaningful orientations by D. A. Leontiev. Data processing was conducted by means of descriptive statistics, comparative analysis with the involvement of the Mann-Whitney U test and correlation analysis having applied the Spearman’s rank correlation coefficient. Results and scientific novelty. Based on the theoretical analysis of the literature, the authors have defined the term “professional identity crisis experience”. The phenomenological questionnaire “Professional Identity Crisis Experience” has been developed. Having used the materials of questioning and self-reports of teachers, the group of the respondents going through the professional personality crisis (n=70) was found out among the examinees (n=150). In the course of the analysis of the results of the pilot research, it was established that there are the following psychological peculiarities experienced by the teachers in the professional crisis: changes in the meanings of the performed activity and revaluation of values; uncertainty of temporal professional perspective (or lack thereof); falling interest in pedagogical activities; lack of self-actualization; frustration; inability to control the events of own life. However, for many teachers, the experience of a professional crisis is accompanied by a reflection of the content of professional activity, the need for reflection of own experiences and states, finding new semantic reference points, perception of own professional prospect. It was found out that most of teachers having experienced the process of crisis as well as those who have never faced it, perceive the life as interesting and full; a crisis state influences only specific parameters of teachers’ meaningful orientations which are very important for pedagogical activity. This fact gives evidence of opportunities for successful professional identity crisis overcoming due to updating of vital resources. Practical significance. The results obtained can become the basis for designing the programs of psychological and pedagogical support of teachers’ professional development and activity.Введение. Изменения, которые в последние годы произошли и продолжают происходить во многих общественных институтах, экономическая и социальная нестабильность, перманентные образовательные реформы порождают и усиливают чувство личной незащищенности у современных педагогов. Новая социально-профессиональная ситуация предполагает наличие у них высокой внутренней мотивации и способности к самостоятельному профессиональному развитию. Однако на фоне низкого социального статуса педагогической профессии и увеличившихся требований к ней многие педагоги оказываются не готовы к переосмыслению собственной роли в образовательном процессе и к решению возникающих профессиональных трудностей. Цели данной статьи – проанализировать сущность понятия «профессиональный кризис личности» и раскрыть психологические особенности переживания педагогами данного состояния. Методология и методы. В ходе исследования для сбора эмпирических данных использовались опросные методы: методика биографической рефлексии М. В. Клементьевой, дифференциальный тест рефлексивности Д. А. Леонтьева и Е. Н. Осина, тест смысложизненных ориентаций Д. А. Леонтьева. Обработка данных производилась с применением дескриптивной статистики, сравнительного анализа с привлечением U-критерия Манна – Уитни и корреляционного анализа посредством r-критерия Спирмена. Результаты и научная новизна. На основе теоретического анализа и обобщения содержания имеющейся психологической литературы было сформулировано авторское определение понятия «переживание профессионального кризиса личности». Разработана феноменологическая анкета «Переживание профессионального кризиса личности». На материале анкетирования и самоотчетов педагогов среди испытуемых (n=150) была выделена группа респондентов, переживающих профессиональный кризис личности (n=70). На опытно-поисковом этапе исследования было установлено, что психологическому состоянию таких педагогов свойственны, прежде всего, изменения смыслов выполняемой деятельности и транформация ценностных ориентиров; размытость (или отсутствие) временной профессиональной перспективы; падение интереса к педагогической деятельности; неудовлетворенность самореализацией; неверие в свои силы и неспособность контролировать события собственной жизни. Однако у многих педагогов профессиональный кризис сопровождается рефлексией содержания выполняемой работы, потребностью в осмыслении собственного состояния, актуализацией поиска новых смысловых ориентиров, осознанием собственного профессионального потенциала. Выяснено, что большинство педагогов, как пребывающих в кризисе, так и не испытывающих его, воспринимают свою жизнь как интересную и насыщенную, а кризисное состояние влияет лишь на отдельные, хотя и важные для педагогической деятельности параметры смысложизненных ориентаций. Данный факт свидетельствует о возможностях успешного преодоления профессионального кризиса личности за счет актуализации жизненных ресурсов. Практическая значимость. Полученные результаты могут стать основой разработки программ психолого-педагогического сопровождения профессионального развития и деятельности педагогов.

RELEVANT CONCEPTS OF A TEACHER’S STATE WHEN EXPERIENCING PROFESSIONAL IDENTITY 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. Введение. В последнее время деятельность педагога осуществляется в условиях перманентного реформирования системы образования. Необходимость непрерывной адаптации к нововведениям сопровождается попытками сопротивления им и нарастающим напряжением, что способствует усилению деструктивных тенденций в психологическом состоянии педагога и увеличивает вероятность профессиональных кризисов, сопутствующих процессу профессионализации. При конструктивном разрешении кризиса происходят переход на следующую ступень профессионализма и обогащение профессионально-личностного потенциала педагога. Неблагополучный исход кризисной ситуации может стать причиной профессиональной стагнации и личностных деструкций. В свете этого актуально изучение особенностей протекания профессиональных кризисов у педагогов и поиск механизмов успешного выхода из них. Цель статьи – представить результаты исследования актуальных смысловых состояний, возникающих у педагогов при переживании профессионального кризиса личности. Методология и методы. Методологической основой работы был системный и феноменологический подходы. В качестве организационного метода применялись поперечные срезы. Сбор эмпирических данных осуществлялся на выборке учителей общеобразовательных школ посредством феноменологической анкеты «Переживание профессионального кризиса личности» и адаптированной версии теста смысложизненных ориентаций Д. А. Леонтьева. Полученные результаты обрабатывались с использованием контент-анализа, сравнительного и частотного видов анализа.Результаты и научная новизна. С опорой на труды отечественных и зарубежных ученых и результаты проведенных ранее собственных исследований авторы выдвинули гипотезу о том, что ситуация кризиса сопровождается рассогласованностью в сознании человека его профессионального прошлого, настоящего и будущего. Проведенное исследование показало, что только 19% педагогов, пребывающих в состоянии кризиса, обладали сбалансированными временны´ ми локусами. Вероятно, эти испытуемые находились на этапе выхода из кризиса и в их сознании уже произошла трансформация ценностей и смыслов. У подавляющего большинства учителей (81%) наблюдался смысловой десинхроз, выражающийся в «уходе» в какой-либо из временны´ х локусов (в прошлое, настоящее или будущее), т. е. в своего рода бегстве от кризисной ситуации, что, в свою очередь, проявлялось в снижении осмысленности жизни в целом. Сделан вывод о том, что фрагментарное восприятие временны´ х отрезков жизни приводит к усилению деструктивных тенденций в профессиональном развитии педагога и его стагнации. Практическая значимость. Материалы публикации могут послужить основой для проектирования и реализации программ психолого-педагогического сопровождения педагогов с учетом особенностей их переживаний в период профессионального кризиса личности

Phenomenological analysis of professional identity crisis experience by teachers

The topicality of the problem under research is predetermined by the need of psychology and pedagogy for the study of the process of professional identity crisis experience by teachers and development of a system of measures for support of teachers’ pedagogical activity and professional development. The objective of the study is to describe the content of the process of professional identity crisis experience by teachers. The principal method of study of this problem is the phenomenological method, which provides for exploration of the main aspects of the experience process. The results of phenomenological method application for the analysis of professional crisis experience make it possible to state that the professional crisis issue is a specific life situation for labourer where in the alteration of the teacher’s general view of life occurs. The experience of professional identity crisis manifests itself in the polarization of evaluations of the main parameters of the professional and the Self-image (the external activity evaluation, interest in the activity, the control over professional activity and professional situations, professional prospects). Transformation of the notional field of a teacher’s consciousness and reflection (the content of the activity, relation and the proper behaviour in general) are distinguished as the mechanisms of professional crisis experience. The materials of the article may be useful for teachers, psychologists, and heads of educational institutions in the process of planning and implementation of activities on educational process psychological support. © 2016 Sadovnikova et al

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 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

Semantic context of professional identity crisis experience by teachers

The topicality of the problem under research is predetermined by the need of psychology and pedagogy for the study of the phenomenology of professional identity crisis, the process of its experience by school teachers as well as for the development of the system of psychological and pedagogical support of teachers' professional development in the situation of permanent changes in the education system. The objective of the study is to reveal the content of the professional identity crisis, to describe its main features and analyze the semantic context of its experience by teachers. The principal methods of study of this problem are the phenomenological method, tests to identify the semantic context of the process of the professional identity crisis experience by teachers. The results of the study broaden the understanding of the phenomenon of professional identity crisis and its experience, the content of professional crisis and the phenomenology of professional development of teachers. The materials of the article may be useful for psychologists when designing programs of psychological support of teachers´ professional development. © 2017, Slovenska Vzdelavacia Obstaravacia. All rights reserved.Russian Humanitarian Foundation: No.16-36-01031The research is performed thanks to the support of the Russian Humanitarian Scientific Foundation within the framework of scientific and research project "Psychological mechanisms of professional identity crisis experience by teachers", project No.16-36-01031

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

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 psycholog-ical 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 ade-quate 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. © 2018 Authors