Razumova O. Features of future teachers’ self-concept development

Object – professional Self-conception; goal: the studying of professional Self-conception context among the students of higher educational establishments and secondary school teachers by means of comparative analysis and development of a training program of professional Self-conception evolution of future teachers on its basis; methods: analysis, synthesis, summarizing of scientific data of the problem of the research, systematization and interpretation of scientific materials, content-analysis, comparative analysis, summarizing of the findings; novelty: theoretically grounded and empirically proved the validity of application of comparative analysis of professional Self-conception of students and teachers with the aim of identifying purposeful guidelines of future teacher’s professional Self-conception development; a model of future teacher’s professional Self-conception development is designed for the first time, and it includes: cognitive, evaluative, behavioural, motivational, components of cultural wealth; further theoretical development and empirical proof is given to an idea of correlation of professional Self-conception development with stages of professional advancement of a person as a labour subject; the concept of psychological content of future teacher’s professional Self-conception is extended as well as the criteria of its positive characteristics; the understanding of optimization possibilities and a development of content and structure of future teacher’s professional Self-conception is extended by way of integrative training application; the results of the research: a model of future teacher’s professional Self-conception is developed; structural components of future teacher’s professional Self-conception are identified, to which the following components are attributed: cognitive, behavioural, evaluative, motivational, cultural wealth; psychological factors (value understanding, social relations, personal self-actualization); teachers’ professional Self-conception, who work at schools, as well as the students’, who specialize in teacher training disciplines at universities, are compared and there has been found differences in quantitative and contentive characteristics of structural components of students’ professional Self-conception – future educators and teachers; a program of integrative training of future teachers’ professional Self-conception development is proposed; branch: psychology.