Идентичность учителей: выбор профессии и адаптация к школе
Despite the attention of researchers to the teaching community, the professional identity of this group remains poorly understood. In this article, the professional identity of teachers is seen through the prism of stories about the turning points of a professional biography: the choice of profession, the adaptation to the school, the experience of (temporary) termination of work and the discussion of teacher’s professional characteristics. Th e empirical data for the study consists of 49 interviews with teachers in schools of diff erent type (18 schools with standard and 21 with advanced curriculum) randomly selected in the Vasileostrovsky and Nevsky districts of St. Petersburg. Th e authors show that respondents construct a consistent narrative about the choice of their profession, interpreting certain events as determining the future profession. Th e story of one’s own teacher as a model refl ects the respondent’s pedagogical attitude. Th e adoption of a teacher’s identity largely depends on the interaction with the team, to which respondents attach great importance. Th is study shows that the key to assessing the adaptation of the teacher to the school for both external observers and the teacher itself is the disciplinary code. Th e change of profession is viewed as natural for those teachers who do not cope with maintaining discipline in class. An interesting feature of Russian teachers is their comparison of their profession with low-skilled labor: both the real work experience outside the school and the alternatives considered by the teachers do not imply the use of the education they have.