Semantic Self-Regulation in Context of Teachers’ Experiences of Professional Identity Crisis
The mechanisms of the semantic self-regulation in a situation of a teacher’s crisis of professional identity are discussed. In the theoretical analysis, particular attention is paid to the problems of regulation of behaviour in crisis situations. A review of studies on the role of axiological and co...
Main Authors: | N. O. Sadovnikova, T. B. Sergeeva |
---|---|
Format: | Article |
Language: | Russian |
Published: |
Tsentr nauchnykh i obrazovatelnykh proektov
2018-01-01
|
Series: | Научный диалог |
Subjects: | |
Online Access: | https://www.nauka-dialog.ru/jour/article/view/702 |
Similar Items
-
Model of Psychological and Pedagogical Support of Teachers’ Experience of Professional Identity Crisis
by: N. O. Sadovnikova
Published: (2017-11-01) -
The relationship between EFL teachers’ professional identity, professional self-esteem, and job satisfaction
by: Achame Haile Awaje, et al.
Published: (2023-01-01) -
Development and Validation of an English Language Teacher Professional Identity Scale (ELTPIS)
by: Mahsa Mahmoodarabi, et al.
Published: (2021-06-01) -
The Relationship among Iranian EFL Teachers’ Professional Identity, Self-Efficacy and Critical Thinking Skills
by: Negar Moslemi, et al.
Published: (2019-03-01) -
The Relationship among Iranian EFL Teachers’ Professional Identity, Self-Efficacy and Critical Thinking Skills
by: Negar Moslemi, et al.
Published: (2019-03-01)