Special features of interconnection between dynamics of professional identity and types of reflexive activity of teachers' training college students

This article describes the research procedure, which allowed following the students' reflexive dynamics and revealing certain regularities in the dynamics of professional identity. 50 students of Tomsk State Pedagogical College took part in a two-year seminar. The content of the reflexive kind of tasks offered to students concerned definition and ob-jectification of their available information on the specific character of personal qualities, which are important for the successful learning of trade. Students compared the results and their self-esteem; they were required to express their reasoned agreement or disagreement with the results. Meanwhile the unexpectedness of the situation allowed the researchers to observe students' "primary" emotional reactions on the existing results, as well as their dynamics in the process of reflexive work. The content of utterances of young people (reflexive activity) was analysed, as well as emotional reactions during this reflective activity. The process was recorded by a voice-recorder and by forms of monitoring methods of emotional expression by H. de Superville. Several characteristics of reflexive activity assessment have been allocated: readiness for consideration, type of reasoning, readiness for dialog, emotional background. Analysis of the reflective activities in the seminar showed the following: 1) 22% of students have ''positive'' reflection; 2) 44% of the students have "poorly differentiated", unexpressed reflection; 3) 34% have "controversial", inconsistent reflection. Then there was a psychosemantic analysis based on the texts of reflexive seminar interviews. Categories corresponding to the three forms of professional self-determination were identified. On the ground of the obtained results three groups of respondents with different professional identities were allocated: 1) students who identify themselves with the profession they acquire (46%), 2) students who do not identify themselves with the profession they acquire (16%), and 3) students with an uncertain professional identity (38%). All respondents with "positive" reflection have demonstrated productive reflexive activities in both phases of the study (22%). Another 28% were those respondents who have demonstrated a reflexive increase compared with the first stage. It should be noted that 20% of this group earlier showed "controversial" reflection, whereas the group with the "poorly differentiated" reflection showed no visible dynamics of reflection. Respondents with undeveloped professional identity (10%) during the process of implementing the program began to see the possibility of their realization in the teaching profession. Although students with an uncertain professional identity had not committed a "transition" to a "more mature" identification, in the process of implementing the program they have expanded their range of meaning.

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