Professional identity formation of future primary school teachers in the context of the transformation of the educational environment

Abstract

The article provides a theoretical substantiation of the issue of professional identity formation among future primary school teachers in the context of the transformation of the contemporary educational environment. The relevance of the study is determined by the need to train competitive, mobile, and reflective educators capable of effectively carrying out professional activities amid crisis challenges, educational reforms, digitalization, blended learning, and the integration of artificial intelligence technologies. The essence of the concept of the professional identity of a future primary school teacher is revealed as an integrative personal and professional construct that reflects students’ awareness of their professional role, acceptance of pedagogical values, professional norms and meanings, and readiness for professional self-realization. The specific features of the professional identity of a primary school teacher are outlined, including a humanistic orientation, multifunctionality of professional activity, the emotional and communicative nature of interaction, reflexivity, and the dynamic character of professional self-perception. The characteristics of the contemporary environment of a higher education institution are described, and the impact of its transformation on the professional identity formation of future primary school teachers is analyzed. The pedagogical conditions for the formation of professional identity in higher education institutions are substantiated, including the integration of professionally oriented learning content, the practice-oriented nature of professional training, the development of pedagogical reflection, the formation of students’ subjectivity, the use of innovative educational technologies, mentoring support, and the creation of a professionally motivating educational environment. The potential of the educational component General Foundations of Pedagogy in fostering the professional identity of first-year bachelor’s students enrolled in the Primary Education educational programme through the application of professionally oriented forms and methods of instruction is identified. It is proved that purposeful professional identity formation constitutes an essential prerequisite for the professional development of future primary school teachers and their readiness to work in the context of educational transformation.