EXPLORING THE PROFESSIONAL IDENTITY PROBLEM AMONG PRE-SERVICE PRIMARY SCHOOL TEACHERS: PEDAGOGICAL AND MANAGEMENT PERSPECTIVES

Abstract

The rapid transformation of higher education systems requires not only the development of professional knowledge and competencies among future teachers but also the formation of a strong professional identity. However, many pre-service primary school teachers experience difficulties in perceiving themselves as future professionals, which negatively affects their motivation, pedagogical engagement, and career commitment. This study examines the problem of professional identity among pre-service primary school teachers from pedagogical and management perspectives. The study aims to analyze theoretical approaches to professional identity formation and identify existing challenges within teacher education systems. A systematic analysis of pedagogical and psychological literature, comparative analysis, and synthesis methods were employed. The findings indicate that professional identity development is influenced by motivational, reflective, institutional, and managerial factors. In addition to pedagogical approaches, educational management mechanisms such as mentoring systems, institutional support, monitoring, and individualized developmental pathways play a significant role. The study concludes that professional identity should be considered not only as a personal developmental process but also as a managed educational phenomenon requiring innovative management technologies.