Teacher education plays an essential role in shaping the quality of education, and teacher educators are central to this process. The paper explores the personal and professional aspects that constitute the professional identity of teacher educators, shedding light on their journey from classroom teachers to facilitators of fellow educators’ growth. This article delves into the intricate model of professional identity of teacher educators, examining the dimensions of being, becoming, and belonging within this dynamic role. The concept of ‘being’ a teacher educator encompasses the multifaceted roles and functions these educators undertake. The aspect of ‘becoming’ a teacher educator focuses on the transition from classroom teaching to teacher education. The paper examines the two prominent pathways into this role: the academic pathway, driven by advanced academic pursuits, and the practitioner’s pathway, chosen by experienced educators seeking a shift from schools to training institutions. The concept of ‘identity shock’ during this transition is explored, along with the heightened intellectual engagement that emerges as teacher educator’s grapple with new challenges and opportunities. The theme of ‘belonging’ uncovers teacher educators’ affiliations with various communities, each shaping their professional identity. The paper highlights the role of collective affinities in shaping teacher educators’ teaching methods, research endeavours, and leadership approaches.
Keyword(s) : professional identity
The problems of technically gifted students’ labor education in a secondary school
The strategic objective of pedagogy is to prepare the younger generation for their professional activities. In a country with a developed industry the majority of the population works in the sphere of material production. The article aims to analyze traditional practice of students’ preparation for work and to identify educational problems in the new social and industrial conditions of life. The author considers it important to identify and predict the educational requirements to the organization of the process of sec-ondary school students’ preparation and motivation to work in the high-tech manufacturing.