The thesis is a comprehensive research, in the framework of which the theoretical and methodological foundations of forming future teachers’ early professional identity by means of project-training technologies are substantiated. The theoretical and methodological substantiation, development and experimental verification of the effectiveness of the pedagogical system of future teachers’ early professional identity formation in higher education institutions by means of project-training technologies have been conducted. The essence of the concepts of “early professional identity of a future teacher”, “formation of early professional identity of future teachers”, “educational-scientific pedagogical project” is determined. The essence and structure of future teachers’ early professional identity (cognitive-value, emotional-reflexive and motivational-activity components) and functions of the studied phenomenon (adaptive, belonging, identity, existential) are characterized. The criteria (personal autonomy, identical integration) are defined; the state of future teachers’ early professional identity formation in the system of professional-pedagogical training in higher education institutions is revealed and the factors of formation (macro-factors, meso-factors, micro-factors) of future teachers’ early professional identity are singled out. The structural-functional model of pedagogical system of forming future teachers’ early professional identity in higher education institutions by means of project-training technologies is developed and scientifically substantiated, in which conceptual-target, content-technological and result-prognostic units are singled out. The approaches to the construction of the pedagogical system (general scientific approaches: activity, systems, acmeological, axiological, environmental, existential; didactic approaches: competence-based, student-centered, contextual) and didactic principles (general didactic, pedagogy of higher school, special) are characterized. The psychological-pedagogical conditions of future teachers’ early professional identity formation in higher education institutions by means of project-training technologies are singled out. They include: development of future teachers’ reflexivity in the corporate environment of the higher education institution; creation of educational-scientific pedagogical project which integrates study of an academic discipline, organization of educational pedagogical practice, conducting scientific pedagogical research, interaction of the institution of higher education and the institution of general secondary education at all stages of creation and realization of the educational-scientific pedagogical project; use of training technologies in the educational-scientific pedagogical project. The organizational and methodological foundations of the pedagogical system of future teachers’ early professional identity formation in higher education institutions by means of project-training technologies and stages of creation and realization of a pedagogical system (reflexive immersion, theoretical modeling, practical approbation, professional forecasting) and stages of implementation of the educational-scientific pedagogical project (design, research, modeling, on-the-job training, presentations and popularization) are characterized.
Key words: identity, professional identity, early professional identity of future teachers, formation of future teachers’ early professional identity, professional-pedagogical training, pedagogical system of forming future teachers’ early professional identity, educational-scientific pedagogical project, institution of higher education, institution of general secondary education.
