Профессиональная идентичность учителей: конструирование негативной и позитивной свободы
School teacher profession requires salient and intensive professional identity. From group focused interviews on professionalism criteria all the controversies in normative (self)descriptions were systematically selected to show that any apparent contradiction actually include two different discourses: of negative and positive freedom (using Isaiah Berlin’s terms). The first discourse reflects a tendency to escape from heteronomous invasions, the second one — a drive to construct a professional identity autonomously. The case represents institutional situations with a disturbed equilibrium between external and internal regulation in professional identity (re)production.