American Journal Of Social Sciences And Humanity Research
88
https://theusajournals.com/index.php/ajsshr
VOLUME
Vol.05 Issue04 2025
PAGE NO.
88-91
10.37547/ajsshr/Volume05Issue04-18
Structure of The Process of Developing Professional
Identity in Primary Teachers
Dilmurod Abdusamiyev
PhD, Associate Professor at Turan International University, Uzbekistan
Received:
14 February 2025;
Accepted:
13 March 2025;
Published:
11 April 2025
Abstract:
This article aims to identify, analyze and propose systematic approaches to the main elements of the
structure of the process of developing professional identity in primary school teachers. During the study, the
factors of teachers' professional growth, meeting modern educational requirements, personal development and
strengthening professional identity were studied in depth. The article, based on theoretical foundations and
practical experience, identifies the structure of the process and develops strategies for effectively organizing
teachers' work and supporting their professional growth.
Keywords:
Professional identity, process structure, professional development, education system, methodology,
innovative approach, personal development.
Introduction:
Primary school teachers are one of the
main pillars of the education system, and the process
of developing their professional identity plays an
important role in improving the quality of education
and effective education of students. This article aims to
identify, analyze and develop systematic approaches to
the main elements of the structure of the process of
forming and developing teachers' professional identity.
Rapid changes in the education sector and the
introduction of innovative technologies require
teachers to constantly update themselves. In this
regard, the process of developing professional identity
creates the necessary conditions for teachers'
professional growth.
The Decree “On Approval of the
Concept for the
Development of the Public Education System of the
Republic of Uzbekistan until 2030” sets out important
tasks such as “ensuring the strong integration of
modern information and communication technologies
and educational technologies, and creating additional
conditions for the continuous development of the
professional skills of pedagogical personnel in this
regard. The President of the Republic of Uzbekistan Sh.
Mirziyoyev emphasizes that Another important task of
the education sector is to form a modern, broad-
minded generation of young people who have an active
civic position, are able to firmly defend the interests of
the Motherland and the people.
Teachers' confidence in their profession, motivation
and personal development directly affect the quality of
the educational process. The results obtained in this
article serve to strengthen professional identity and
develop strategies to support teachers. Through quality
education, it is possible to significantly contribute to
the upbringing of the future generation and the socio-
economic development of society. Developing the
professional identity of primary school teachers not
only increases the individual potential of teachers, but
also creates a basis for improving the entire education
system.
METHODS
Professional identity is central to the effectiveness,
motivation, and resilience of teachers, particularly in
the early stages of their careers. For primary teachers,
who play a foundational role in children's education,
the clarity and strength of professional identity can
significantly affect instructional quality and student
engagement. This article uses the following approaches
in an in-depth analysis of the process of developing
teachers' professional identity, each of which has its
own characteristics:
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
1. Person-centered approach
–
this approach takes into
account the individual potential, personal experience
and specific characteristics of the teacher. As
Babajanov (2014) explains that it seeks to increase the
professional growth and motivation of the teacher by
developing methodological approaches based on
personal needs, abilities and opportunities. Thus, an
individual approach to personal development serves to
achieve maximum effectiveness in the educational
process.
2. Axiological approach - the axiological approach is
aimed at the formation of values, ethics and
professional principles of teachers. IV Burtseva argues
in her scientific research that “the attitude and
aspirations of teachers to their profession, as well as
the basic values of the education system, are
strengthened. Based on values and ethical norms, the
teacher's internal motivation is further strengthened
and contributes to the development of professional
identity,” (Burtseva, 2016).
3. Synergistic approach
–
The synergistic approach
emphasizes the interdependence and cooperation
between the elements of the education system.
Through this approach, various factors in the
educational process
–
personal, psychological,
sociological and legal
–
create synergy, which allows
teachers to strengthen their professional growth and
professional identity. Such a systematic approach helps
to ensure more effective and integrated activities of
teachers.
4. Activity-oriented approach - aims to develop
teachers' professional identity based on practical work,
experience and activities. In this approach, teachers
identify problems that arise in their work and work on
themselves to overcome them through experience
sharing, interactive methods and experimental
research. It stimulates teachers' professional growth
based on the development of practical experience,
strengthening relationships and developing strategies
that can be used in real situations.
This set of approaches allows for a more in-depth and
effective analysis of the process of forming teachers'
professional identity and serves to improve the overall
quality of the education system.
RESULTS AND DISCUSSIONS
The research findings aim to identify the challenges and
opportunities underlying the structure of the process of
developing professional identity for primary school
teachers. The results focus on the following aspects
(see Figure 1):
Figure 1. Structure of the development of teachers' professional identity
Teacher's Professional Identification Structure
Diagnostics
: Assessment of personal
features, individual potential and an
existing professional level.
Theoretical model
: Development of
person-directed, academic, synergistic
and activity-oriented model.
Methodological
preparation
:
pedagogical
methods,
innovative
educational technologies and interactive
training.
Pedagogical
activity
:
seminars,
workshops,
trainings
and
practical
training.
Experience
Sharing
:
Peergiving
(exchange of experience) and mental
programs between Peer.
Individual support
: psychological tips
for
personal
development
and
professional growth.
Systematic approach
: different elements
of the education system through a
synerdic approach.
Systematic approach
: different elements
of the education system through a
synerdic approach.
Monitoring
: regularly assessment process
and professional functioning of teachers.
Refueling
: Analysis of the results obtained,
identification of successes and shortcomings,
and future reforms.
American Journal Of Social Sciences And Humanity Research
90
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
1. Individual and professional growth. Research has
shown that teachers' personal potential and individual
characteristics directly affect their professional
development. Using a person-centered approach,
teachers' specific needs and capabilities are identified
and effective growth strategies are developed.
2. Values and ethics. The results obtained based on the
axiological approach show that they play an important
role in the formation of teachers' professional values,
moral norms and principles. This, in turn, helps to
strengthen their work activities and the process of
professional self-identification.
3. Integration and Synergistic Effects. The synergistic
approach emphasizes the importance of collaboration
between different elements in the education system
–
personal, psychological, sociological and legal. The
results show that these factors create synergy with
each other, further strengthening the professional
growth and professional identity of teachers.
4. Practical experience and activity-based solutions.
The results of the activity-based approach show that
recommendations developed based on real-world
challenges and experiences are effective in stimulating
teachers' professional growth.
The following processes were highlighted when
discussing the results obtained within the article:
1)
Integration of theoretical and empirical data.
During the study, based on theoretical literature,
scientific articles, and practical experience, the main
elements of the development of teachers' professional
identity were identified, and their interrelationships
and role in the education system were discussed.
2)
Analysis of challenges and opportunities. The
practical problems identified in the study, including
insufficient training, limited social support and
technological capabilities, were critically examined. At
the same time, solutions were proposed using new
pedagogical methods and innovative technologies,
despite existing limitations.
3)
Formulation of strategic recommendations.
Based on the results obtained, the article developed
strategic
recommendations
aimed
at
further
strengthening the professional identity of teachers,
stimulating their personal and professional growth.
During the discussion, these recommendations were
aimed at reforming the education system, introducing
innovative methods, and improving legal support
mechanisms.
These results and discussion processes are important
for in-depth analysis and development of strategic
solutions for the development of professional identity
of primary school teachers in the education system,
and they will determine the main directions for further
research and practical reforms.
The structure of the process of developing professional
identity of primary school teachers was deeply
analyzed and it was found that its theoretical and
practical foundations were systematically modeled on
the basis of person-centered, axiological, synergetic
and activity-oriented approaches. The results of the
study showed that:
There is an opportunity to encourage teachers'
professional growth, taking into account their personal
needs, capabilities, and professional values.
Innovative
methods,
professional
development
programs, and a continuous monitoring system in a
process structure created on the basis of theoretical
analysis, empirical research, and legal documents have
proven to be effective tools in strengthening the
professional identity of teachers.
The results obtained through personal and
psychological support, mentoring programs, and
synergistic approaches have ensured adaptability to
changes in the education system.
CONCLUSION
In general, the strategic recommendations developed
based on the results of the article are aimed at
developing the professional identity of teachers,
increasing their individual potential, and organizing the
education system more effectively. In the future,
through further research into these approaches and
recommendations, the introduction of innovative
technologies, and the strengthening of systemic
support mechanisms, significant positive results in the
field of education can be achieved.
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