The value of service in the structure of professional identity of future teachers: an empirical aspect
Tatyana V. Bugaychuk, Candidate of Psychological Science, Doctor of Political Science, Leading Researcher at the Laboratory for the Study of Modern Trends in Education Development, Professor in the Department of General and Social Psychology
State University of Education, Moscow, Russia, Yaroslavl State Pedagogical University named after K. D. Ushinsky, Yaroslavl, Russia, mischenko@inbox.ru, https://orcid.org/0000-0001-6936-613X
Andrey V. Votintsev, Candidate of Pedagogical Sciences, Senior Researcher at the Laboratory for the Study of Modern Trends in Education Development, Vice-Rector for Youth Policy and Educational Activities
State University of Education, Moscow, Russia, Russian State University of Tourism and Service, Moscow, Russia, avvotintsev@mail.ru, https://orcid.org/0000-0001-5888-9701
Khozh-Akhmed S. Khaladov, Candidate of Philosophical Sciences, Associate Professor, Senior Researcher at the Laboratory for the Study of Modern Trends in Education Development, Vice-Rector for External Relations
State University of Education, Moscow, Russia, haladov70@mail.ru, https://orcid.org/0000-0002-9053-3112
Aleksandr M. Khodyrev, Candidate of Pedagogical Sciences, Associate Professor, Senior Researcher at the Laboratory for the Study of Modern Trends in Education Development, First Vice-Rector
State University of Education, Moscow, Russia, Yaroslavl State Pedagogical University named after K. D. Ushinsky, Yaroslavl, Russia, a.khodyrev@yspu.org, https://orcid.org/0000-0002-9009-8296
Abstract
This article addresses the issue of the value foundations of future teachers’ professional identity, specifically the value of service, in the context of the transformation of the education system. An empirical study of the perception of the value of service in the teaching profession by students majoring in teaching and non-teaching disciplines, using a sample of 1,827 students and employing the author’s questionnaire and mathematical statistics (the Mann-Whitney U-test), revealed that students who are future teachers demonstrate a statistically significantly higher level of awareness of the connection between teaching and service (p < 0.001) and are more likely to associate service with spiritual and moral education (p < 0.001). For both groups, the stereotypical image of the teacher as a transmitter of knowledge is dominant, but future teachers are more aware of the social mission of the profession, as well as the opportunity to combine service and professional success. Thus, the role of the value of service as a system-forming element of the professional identity of future teachers was empirically verified, and the differentiation of its perception depending on the student’s educational trajectory was revealed.
Key words
Service, professional identity, student — future teacher, axiological approach, values, educational environment of the university, comparative study, pedagogical education.
Acknowledgments: This work was supported by the Ministry of Education of the Russian Federation under State Contract No. 073-03-2025-069/5 dated July 9, 2025, on the research topic “Methodological Support for the Creation of a New Educational Environment for the Preparation of Future Teachers at a Pedagogical University” (EGISU NIOKTR registration number 125071608656-1).
For citation:
Bugaychuk T. V., Votintsev A. V., Khaladov K.-A. S., Khodyrev A. M. The value of service in the structure of professional identity of future teachers: an empirical aspect. Vestnik of Orenburg State Pedagogical University. Electronic Scientific Journal, 2025, no. 3 (55), pp. 290—302. DOI: https://doi.org/10.32516/2303-9922.2025.56.19.
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