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The Emergence and Development of the Professional Consciousness of the Future Teacher

In the psychology of professional education there has been a noticeable shift of research interest away from the formulation of descriptive-normative models of the personality and activity of the specialist on the basis of which the requirements on the content of his professional training used to be formulated (the professiographic approach) and toward the study of the professional consciousness and self-awareness of the agent of the activity, his values, semantic formations, and reflection. It is becoming necessary to go beyond the limits of the narrowly technological interpretation of professional activity into the sphere of the psychology of consciousness [4], the development of which is viewed as the basic content of the process of professionalization [17]. A number of studies have pointed to the necessity of carrying out the kind of research on professional consciousness that will discover and substantiate ways by which it can be shaped in a goal-directed manner, because "professional consciousness needs special effort to develop it, and meanwhile it sometimes comes to be shaped at random" [8, p. 90].