FAMILY IDENTITY AS A PROFESSIONAL-PERSONAL QUALITY OF A FUTURE TEACHER: PEDAGOGICAL CONDITIONS FOR DEVELOPMENT

Abstract

The article presents the results of a theoretical and empirical study aimed at identifying and substantiating pedagogical conditions that contribute to the development of family identity among university students – future teachers. The relevance of the problem is driven by the transformation of the family institution, the need to prepare educators capable of spiritual and moral guidance, and the growing social demand for the preservation of family values. The theoretical framework of the study relies on axiological, activity-based, and systemic approaches, viewing family identity as a professional and personal quality comprising cognitive, emotional-value, and behavioral components.

The empirical part employed surveys, testing, interviews, observation, analysis of student work, and statistical methods (including Fisher’s φ* criterion). The study was conducted at Ushinsky Institute for the Development of Education from 2019 to 2022. The experimental model included the implementation of a training module, a minor program, an electronic educational resource, and research activities. The level of students’ family identity was assessed at various stages. The results showed a statistically significant improvement in all components in the experimental group, with a particularly strong dynamic in the emotional-value component (from 9.3% to 41.7%).

The findings confirm the hypothesis that specially designed pedagogical conditions effectively foster the development of family identity. The article offers practical recommendations for integrating family-related topics into teacher training curricula and outlines future research prospects, including cross-cultural studies and the influence of digital media on the transmission of family values.