Model of psycho-pedagogical support of professional identity formation among future teachers of vocational education

Realization of professional activity at a high level of efficiency requires from future teachers the formed qualitative filling of the position of a specialist, vision of themselves in the role of a teacher, correlation of actual training and real requirements of professional-pedagogical activity and community, otherwise professional identity, as a means of formation of which is a psychological and pedagogical support. The aim of the study is to present a model of psycho-pedagogical support for the formation of professional identity in future teachers of vocational education. The work uses methods of qualitative theoretical analysis, comparison, classification, modeling. The model of psychological and pedagogical support based on systemic, activity, personality-oriented and reflexive approaches is presented. The stages of psycho-pedagogical support of students’ professional identity include the formation of: professional and pedagogical orientation of personality, creative readiness for professional activity, professional identity as a result of vocational training.