Профессиональная идентичность будущих учителей в Казахстане

Педагогическое образование и профессионализм учителей считаются ключевыми факторами, ведущими к преобразованиям и реформе в школах Казахстана (OECD, 2014). В рамках реформ среднего образования Казахстан активно инвестирует в повышение квалификации учителей, социальную поддержку учителей и развитие инфраструктуры в школе. Интересно, однако, что педагогическое образование не было частью данных национальных реформ (Yakavets et al., 2017). В то время как профессионализм учителей активно обсуждается на уровне среднего образования Казахстана, исследования на тему формирования профессионализма учителей на уровне подготовки педагогических кадров в вузах практически не проводилось. Таким образом, данное исследование направлено на изучение профессиональной идентичности будущих учителей, то есть, какие факторы могут влиять на формирование их профессиональной идентичности. В рамках данного исследования был использован подход кейс-стади, были собраны данные и изучен опыт студентов 4-го (выпускного) курса одного из педагогических университетов Казахстана. Результаты исследования указывают на связь между формированием профессиональной идентичности будущих учителей, качеством профессиональной практики и эмоциями студентов. Развитие профессиональной идентичности рассматривается как высокоэмоциональный процесс, в рамках которого педагогические университеты должны интегрировать саморефлексию и эмоциональное осознание в свои академические программы.

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