Meaningfulness of life and professional experience as predictors of professional self-determination of future teachers

Background. In the context of modern multi-level higher education, identifying predictors for professional self-determination future teachers seems to be signi[cant provide e\ectiveness this process. ]e knowledge composition is relevant while organizing educational support as well and personal development students Masters’ Programs in Education. Objective. study aims identify nature relationship between indicators meaningfulness life identity among teachers, depending on their teaching experience. Sample. 73 Masters Program Education at Tyumen State University took part pilot study. participants di\ered experience previous education practice. Methods. An empirical was carried out with “Questionnaire identity” by A.A. Ozerina, modi[ed questionnaire “Professional Identity” U.S. Rodygina, “]e Test Meaningful Life Orientations (MLO)” D.A. Leontiev. To collect additional information about respondents, a including questions availability work profession proposed. Results. Positive correlations were found MLO formation identity, characteristics plans, acceptance profession, position, positive emotions an active attitude towards profession. Negative negative associated dissatisfaction human needs passive Regression models are built maturation identity. It has been established that determined presence conscious aspirations non-passive chosen [eld activity. While maturity ability manage one’s own life. shown level structure depend Higher scales certainty internal image clarity awareness activity position revealed group who had Conclusion. indicates links meaningfulness, degree teachers. Practical application results. results can used process university training.