National Identity and Civic Consciousness in the Professional Consciousness of a Teacher: Reflexive Types

This article is devoted to the study of national identity and сivic сonsciousness as key components of a teacher’s professional consciousness. The work substantiates the thesis that the effectiveness of forming these qualities in students directly depends on the degree of awareness, reflexivity, and value orientations of the teacher themselves. The teacher is viewed not as a neutral transmitter of knowledge, but as a bearer of a dynamic identity that serves as a tool for educational influence.

The first part of the article presents an extensive theoretical review of contemporary Russian and international research, which considers a teacher’s professional identity as a multidimensional, dynamic construct shaped by personal, social, cultural, and digital factors. Special attention is paid to the role of reflection, emotional intelligence, and the value-meaning sphere.

The empirical part is based on the results of the author’s survey, conducted among 269 respondents from 14 regions of the Russian Federation (teachers, students, and researchers). Based on cluster analysis of the data, a typology of teachers’ reflexive profiles in the context of forming national identity and civic consciousness was developed and verified, expanding upon L.M. Tarantey’s approach. Four types were identified: “Reflective Practitioner”, “Traditionalist-Transmitter”, “Situational Facilitator”, and “Seeker”. The main barriers (time constraints, lack of methodological preparation, fear of conflicts) and resources (personal conviction, professional community) are analyzed, along with teachers’ perceptions of the “core” of Russian identity.

In conclusion, the key trends in the evolution of professional consciousness are formulated, and practical recommendations are proposed for the professional development system, aimed at providing targeted support for different types of teachers and developing their reflective competence.

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