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DOI: https://doi.org/10.46502/issn.1856-7576/2024.18.02.16

Cómo citar:

Chagovets, A., Мyskova, N., Kovrei, D., Bobyrieva, O., & Yokob, A. (2024). Effectiveness of Training in Building the Professional Image of Future Preschool

Teachers. Revista Eduweb, 18(2), 222-237. https://doi.org/10.46502/issn.1856-7576/2024.18.02.16

Effectiveness of Training in Building the Professional Image

of Future Preschool Teachers

Efectividad de la formación en la construcción de la imagen profesional de

los futuros docentes de preescolar

Alla Chagovets

https://orcid.org/0000-0003-0680-3165

Department of Theory and Methods of Preschool Education, Municipal Establishment «Kharkiv

Humanitarian Pedagogical Academy» of Kharkiv Regional Council, Kharkiv, Ukraine.

Nataliia Мyskova

https://orcid.org/0000-0001-7832-4409

Department of Pre-school Pedagogy, Psychology and Professional Methods, Khmelnytskyi Humanitarian-

Pedagogical Academy, Khmelnytskyi, Ukraine.

Dora Kovrei

https://orcid.org/0000-0003-4745-4977

Department of Pedagogy, Psychology, Primary and Preschool Education and Management of Educational

Institutions, Ferenc Rakoczi II Transcarpathian Hungarian College of Higher Education, Berehovo,

Ukraine.

Olena Bobyrieva

https://orcid.org/0000-0002-1757-0494

Department of Pedagogy of Preschool, Primary Education and Educational Management, Mukachevo

State University, Mukachevo, Ukraine.

Andreia Yokob

https://orcid.org/0009-0008-6378-7089

Department of Pedagogy, Psychology, Primary and Preschool Education and Management of Educational

Institutions, Ferenc Rakoczi II Transcarpathian Hungarian College of Higher Education, Berehovo,

Ukraine.

Recibido: 04/04/24

Aceptado: 12/06/24

Abstract

The aim of the study is to empirically verify the effectiveness of training in building the professional image

of future preschool teachers. The research employs the following methods: diagnostics, qualitative and

quantitative analysis, comparative analysis, testing, fulfilling tasks and resolving situations, completing

creative professional assignments. A comparative analysis of the data on the level of the professional image

of future preschool teachers with bachelor and master qualification levels was carried out. A professional

image building programme was developed and tested within the scope of the study. It consists of ten

training classes. The study found an increase in the level of the professional image of future preschool

teachers by an average of 26.7%. The highest indicators of the professional image of future preschool

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teachers were recorded for the motivational and value component (75% of respondents), the medium —

for the practical and activity component (65%), and the lowest — for the prognostic and reflexive

component (60%). The use of training is effective for building the professional image of future preschool

teachers in the process of their professional training.

Keywords: educational institution, preschool teacher, professional training, student, training technologies.

Resumen

El objetivo del estudio es comprobar empíricamente la eficacia de la formación en la construcción de la

imagen profesional de los futuros docentes de preescolar. La investigación utiliza los siguientes métodos:

diagnóstico, análisis cualitativo y cuantitativo, análisis comparativo, pruebas, cumplimiento de tareas y

resolución de situaciones, realización de tareas profesionales creativas. Se realizó un análisis comparativo

de los datos sobre el nivel de imagen profesional de los futuros docentes de preescolar con niveles de

titulación de licenciatura y maestría. Se desarrolló y probó un programa de creación de imágenes

profesional dentro del alcance del estudio. Consta de diez clases de formación. El estudio encontró un

aumento en el nivel de la imagen profesional de los futuros maestros de preescolar en una media del

26,7%. Los indicadores más altos de la imagen profesional de los futuros maestros de preescolar se

registraron en el componente motivacional y valorativo (75% de los encuestados), los medios en el

componente práctico y de actividad (65%) y los más bajos en el componente pronóstico y reflexivo. (60%).

El uso de la formación es eficaz para la construcción de la imagen profesional de los futuros docentes de

preescolar en el proceso de su formación profesional.

Palabras clave: estudiante, formación professional, institución educative, profesora de preescolar,

tecnologías de formación.

Introduction

The role of the teacher’s image is increasing in view of current educational transformations and destructive

challenges. The teacher is the organizer of the optimal educational and cognitive environment for students,

for their harmonious development. Such an environment should be created and maintained at all

educational levels. Such an environment begins to be formed in preschool. A teacher’s ability to organize

an educational environment appropriate to the children’s age characteristics, interests, and requests is an

indicator of his/her professional image. Today, a teacher who knows how to make a child interested, find

an approach to him/her, develop and implement an optimal programme for his/her individual harmonious

development takes leading image positions. This especially applies to preschool education. In preschool,

there are many children with different indicators of development, different manifestations of behavioural

reactions, with different requests. The system of private preschool institutions is also actively developing

in Ukraine. So, the demand for teachers with a high level of professional image is growing. The image of

a preschool educational institution on the market of educational service providers (both private and public)

depends on the teacher’s professional image. It should, however, be stated that higher education

institutions (HEIs) engaged in the training of preschool teachers do not provide future teachers with a

sufficient amount of knowledge, skills, and abilities necessary for occupying and maintaining high image

positions in the professional environment. Moreover, constant changes are taking place in the educational

sphere, which require preschool teachers to constantly study, update and improve their existing knowledge,

abilities, skills, and experience. Therefore, experimental implementation of training technologies is used

for building the professional image of future teachers in higher pedagogical education institutions. The

training contributes to building future preschool teacher’s ability to establish image positions in the

professional environment. However, there is a lack of thorough empirical research that would study the

impact of training technologies on the development of the professional image of teachers in general and

preschool teachers in particular. Therefore, we decided to conduct an experimental testing and evaluate

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the effectiveness of the training in building the professional image of future preschool teachers.

The aim of the research is to empirically verify the effectiveness of the training in building the professional

image of future preschool teachers.

The research objectives include:

− studying the level of the professional image of future preschool teachers;

− development of a programme for building the professional image of future preschool teachers by

means of training;

− experimental testing of the programme for building the professional image of future preschool teachers

by means of training;

− drawing conclusions and outlining prospects for building the professional image of future preschool

teachers by means of training.

Research hypothesis: training methods contribute to improving the professional image of future preschool

teachers.

Literature Review

The studies on the problem of building the teacher’s professional image emphasize the spontaneity of its

development during training in HEIs. The researchers interpret the professional image as a status and role

characteristic of an individual that unites a specialist’s external and internal personal and professional

qualities, as well as competencies, which is aimed at the formation of public perception of the social and

professional role that an individual constructs (Kurok & Tkachenko, 2020). The teacher’s professional image

is also defined as the perception of his/her personality by others, an image that embodies harmony and

balance between the teacher’s spiritual and moral image and his/her appearance (Karimova, 2022). The

motivational and value, gnostic, personal and reflective, as well as practical and operating components are

distinguished in the structure of the teachers’ professional image (Kurok & Tkachenko, 2020).

The researchers also single out destructive influences on the teachers’ professional image. This is the

excessive enthusiasm of the pedagogical community for the commercialization of its activities through the

provision of a system of paid services, in which material reward comes to the fore, not the quality of

education (Samoylenko et al., 2020). Other destructive influences on the teacher’s professional image

include the high regulation of his/her activity, the presence of the teacher’s figure on the professional

continuum between subordination and autonomy (La Velle, 2023). At the same time, the development of

the preschool teacher’s professional image is positively influenced by the provision of additional

opportunities for learning and improving one’s professional competencies (Barenthien et al., 2020).

Important correlates of a teacher’s professional image are the recognition of the student as the highest

value in the education system, the teachers’ ability to empathize with their students and motivate them to

acquire knowledge, the ability to competently teach this knowledge independently in the process of

communicating with students, and the teacher’s cultural level (Antoniuk et al., 2021).

In the context of building the image of a modern teacher, the opinion about the importance of teacher’s

professional self-development, the use of various traditional and innovative methodical forms of promoting

the professional development of a teacher and preschool teacher is of particular importance. They include

both formal and informal methods of professional development of the preschool teacher. At the same time,

the opinion about the lack of motivation of modern teachers for professional self-development caused by

insufficient financial support, an unstable working environment, and overwork (Maksimović et al., 2021),

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is being urged. Other equally important correlates of a teacher’s professional image are his/her cognitive,

social, and academic competence (Erkaboeva & Musaeva, 2022), a professional identity as a means of self-

understanding of a teacher as a professional (Meyer et al., 2023).

The teacher’s professional image is associated with such features as: professional flexibility, the ability to

generate original ideas, creativity Makhkamovna (2023), digital competence (Garzón Artacho et al., 2020),

improvement of the teacher’s professional profile within the framework of education throughout life

(Melnyk et al., 2021). The opinion about the importance of combining formal and informal learning

(Formosa, 2019) is essential, which has a positive effect on the preschool teacher’s professional image.

The teacher’s motivational component is no less important (Gogh & Kovari, 2018), which ensures his/her

desire for continuous learning. For example, continuous professional learning is an important condition for

the formation and maintenance of the educator's image positions. At the same time, the teacher must be

aware of the importance of learning throughout the entire professional career (Talmage et al., 2018), have

clear intentions to learn throughout life (Mbagwu et al., 2020).

Training of preschool teachers to build their professional image should involve the creation of such an

educational environment that will make it possible to overcome the gaps between learning at the workplace

and professional education, to reconcile the trajectories of the current acquisition of knowledge in the

educational institution and future learning at the workplace (Nottingham, 2019), a complex relationship

between adult learning and vocational education (Hodge et al., 2020). A preschool teacher who cares

about his/her professional image should be in a continuous and unlimited personal self-development based

on rapid digital progress (Poplavskyi & Bondar, 2021). The forms of continuous professional development

and obtaining new qualifications should be implemented for this purpose (Poplavskyi & Bondar, 2021).

Such forms can be represented by combining non-formal and informal learning in modern educational

systems (Kanwar et al., 2019). Moreover, the students’ need for additional education is actualized in all

spheres (Broiakovskyi et al., 2020). The importance of lifelong learning is cultivated on the basis of

rapprochement and understanding of representatives of different generations (Lyu et al., 2020).

Professional image can be clearly associated with the development of professional mobility, building an

individual educational and professional trajectory (Kravchenko et al., 2021), the continuous improvement

of the qualifications of specialists in the conditions of sustainable development of education and science

(Sydorenko et al., 2020). The preschool teacher’s professional image has a positive effect on the

achievement of creative self-realization (Mushynska, 2018), on the formation of spiritual and moral

behaviour, and the development of the emotional and motivational sphere (Yekimov et al., 2020). A

creative educational environment of professional self-development makes it is possible to build a

professional image of a modern preschool teacher (Bashkireva et al., 2021).

The researchers are unanimous about the fact that building of a professional image falls on the period of

training of future preschool teachers in HEIs. Therefore, after completing vocational education, preschool

teachers should have a professional image formed at least on a conditional level (Dudchak, 2020). Scientific

works specify the conditions and methods of building the teachers’ professional image (Kurok & Tkachenko,

2020). Training is one of the methods that contributes to building the professional image of preschool

teachers and combines the features of formal and informal education. It is considered as a means of

developing the professional and creative potential of preschool teachers, developing such concepts related

to professional image as: promoting professional development, forming positive self-awareness, increasing

the level of pedagogical culture (Hevko & Bytsiv, 2019). Domestic researchers positively evaluate the role

of training in promoting the pedagogical creativity of future preschool teachers and in preparing them for

professional activities in general (Havryliuk et al., 2023).

Today, training methods are actively introduced into the system of professional development of specialists

of different professions. But the issue of using training as a means of forming the professional image of a

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preschool teacher is poorly studied. There are no empirically proven effective practices of using training as

a means of building the professional image of a preschool teacher in the course of his/her professional

training at a HEI. Therefore, in view of the episodic studies on building the professional image of a

preschool teacher, as well as the poorly studied issue of using training method in building image positions

of a modern preschool teacher, we decided to empirically test the impact of training on building the

professional image of a preschool teacher.

Methods

Research design

Empirical testing included the following stages: preparatory, summative, formative, and final. The

preparatory stage involved sampling, choosing research methods, as well as determining its aim and

objectives. At the summative stage of the research, the level of professional image of future preschool

teachers was studied. An experimental testing of the programme for building the professional image of

future preschool teachers by means of training was developed and carried out at the formative stage of

the research. The final stage provided for the interpretation of the research results and drawing

conclusions. The experimental study was initiated by the academic communities of Ukrainian HEIs. The

study was conducted during 2023-2024: preparatory stage — August 2023, summative stage — September

2023, formative stage — October 2023 - January 2024, final stage — February 2024.

Sampling

The study involved a total of 150 future preschool teachers. They are holders of Bachelor’s and Master’s

qualification levels: 80 bachelors and 70 masters. Motives for the selection of students of different

qualification levels are dictated by the need to identify their levels of professional image upon completion

of professional training. The respondents are 21-23 years old.

The motives for forming the research sample were:

1) completion of professional training at the appropriate qualification level;

2) readiness of students to perform professional functions in a real educational environment;

3) students’ understanding of the essence and significance of professional image.

Methods

The research employed the following methods: diagnostics of the level of the professional image of future

preschool teacher, qualitative and quantitative analysis of the obtained data, comparative analysis.

Three components of the analysed phenomenon were distinguished in order to diagnose the level of the

professional image of future preschool teachers: motivational and value, practical and activity, prognostic

and reflexive (Table 1).

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Table 1.

The structure of the professional image of future preschool teachers

Components

Component description

Motivational

and value

the level of an understanding of the importance of the professional image in the preschool

teacher’s career, clearly defined preschool teacher’s aspirations to build and confirm the

professional image positions

Practical and

activity

the high level of practical skills necessary to deepen and maintain one’s professional image, a clear

awareness of the dependence of the professional image on professional competence, professional

skills, and the ability to learn throughout the professional career of a preschool teacher

Prognostic and

reflexive

the development of the ability to critically analyse and evaluate the current level of the professional

image and awareness of the need to improve the professional image of a preschool teacher

Source: developed by the author

The teaching staff used testing, solving situational tasks, professionally oriented creative tasks in order to

determine the level of a professional image for each of the components.

The test assignments covered the essence, structure and meaning of the professional image of the future

preschool teacher. The situational tasks offered to the students involved the application of practical skills

aimed at finding ways to improve one’s professional image. Professionally-oriented creative tasks involved

the students’ use of their existing professional image to achieve success in professional communications.

All of them were developed by the teaching staff. The following levels were used to determine the level of

the professional image of future preschool teachers: high, medium, low (Table 2).

Table 2.

Levels of the professional image of future preschool teachers

Levels

Level description

High

The future preschool teacher understands the importance of professional image in his/her professional

career, strives to achieve and confirm his/her professional image positions, has a high level of skills

necessary to improve and maintain his/her professional image, understands the dependence of

professional image on professional competence, professional skill, ability to study during the professional

career of a preschool teacher, and shows readiness to improve his/her professional image, has the skills

of critical analysis and assessment of the current level of professional image

Medium

The future preschool teacher understands the importance of professional image in his/her professional

career, strives to achieve and confirm his/her professional image positions, has certain skills necessary

to improve and maintain his/her professional image, understands the dependence of professional image

on professional competence, professional skill, ability to learn during the professional career of a

preschool teacher, occasionally demonstrates the ability to critically analyse and assess the current level

of professional image

Low

The future preschool teacher partially understands the importance of professional image in his/her

professional career, but does not show a desire to achieve and confirm his/her professional image

positions, has certain skills necessary to improve and maintain his/her professional image, does not

understand the dependence of professional image on professional competence, professional skills, the

ability to learn during the professional career of a preschool teacher, does not have the ability to critically

analyse and assess the current level of professional image

The formative stage of the research involves developing and testing a programme for building the

professional image of future preschool teachers. Table 3 presents the content of the programme.

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Table 3.

Programme for building the professional image of future preschool teachers

Session

number

Topic of the

training session

The aim of the training session

Target audiences of the

training session

Why does the future

preschool teacher

need a professional

image?

Formation of a conscious attitude to the

professional image of a preschool teacher

Future preschool teachers,

teaching staff of HEIs

What is included in

my professional

image?

The formation of an understanding of the

components of the professional image of a

preschool teacher, the ability to self-assess the

professional image

Future preschool teachers,

teaching staff of HEIs

Building a

professional image:

components,

criteria, advantages

Development of an individual programme for

building the professional image of a preschool

teacher

Future preschool teachers,

practicing preschool teachers

Changing the

professional image:

methods, ways,

results

Adjustment of the individual programme of

building the professional image of a preschool

teacher

Future preschool teachers,

teaching staff of HEIs,

researchers, methodologists

of preschool education

institutions

Start, restart and

transformation of

the preschool

teacher’s

professional image

Formation of image flexibility of a preschool

teacher, taking into account current educational

transformations and destructive challenges

Future preschool teachers,

researchers, methodologists

and heads of preschool

education institutions

Professional image

and target

audiences of a

preschool teacher

Awareness of the leading influence of the target

audiences with whom he works (children,

parents, colleagues, the administration of the

educational institution, specialists of other

profiles, representatives of education

management bodies) on the preschool teacher’s

professional image

Future preschool teachers,

practicing preschool

teachers, methodologists

and heads of preschool

education institutions,

representatives of parent

communities and public

organizations

The professional

image of a

preschool teacher:

how to respond to

the challenges of

modern education

The formation of a conscious understanding of

the positive and at the same time destructive

effect of various factors of the educational and

professional environment on the preschool

teacher’s professional image, the formation of

adaptation skills to the action of factors that have

a corrective effect on the preschool teacher’s

professional image

Future preschool teachers,

practicing preschool

teachers, methodologists

and heads of preschool

education institutions,

teaching staff of HEIs

How a modern

preschool teacher

can maintain image

positions

Development of skills necessary for correcting

and improving the current level of the preschool

teacher’s professional image, awareness of the

difference between the current and optimal level

of the preschool teacher’s professional image

and determination of ways to achieve the

optimal level of the preschool teacher’s

professional image

Future preschool teachers,

practicing preschool

teachers, methodologists

and heads of preschool

education institutions

How to use your

professional image

in employment

Confirmation of understanding of the clear

relationship between the level of the preschool

teacher’s professional image (current, achieved,

Future preschool teachers,

practicing preschool

teachers, methodologists

and heads of preschool

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optimal) and its impact on the results of

employment and consolidation in the profession

education institutions,

teaching staff of HEIs

How a developed

professional image

works

Development of skills to optimally use the

advantages of professional image

Future preschool teachers,

practicing preschool

teachers, methodologists

and heads of preschool

education institutions,

teaching staff of HEIs

The primary data were processed using Excel spreadsheet. Statistical processing of the research results

was carried out using Spearman’s rank correlation coefficient. Cronbach’s alpha was used to determine the

reliability of the author’s questionnaire (Cronbach's alpha — 0.8).

Ethical criteria. The study involved obtaining consent from all its participants. All respondents of the study

gave consent to participate in it. The study involved direct intervention in the educational process through

the introduction of training sessions in the professional training of future preschool teachers. All

adjustments to the educational process have been agreed with the administration and teaching staff of the

HEI.

Results

Testing of future preschool teachers was conducted at the summative and formative stages of the research.

Tables 4, 5 summarized the results of testing all respondents at the summative stage of the research in

percentage for each component of the preschool teacher’s professional image.

Table 4.

The levels of the professional image of future preschool teachers (bachelor qualification level) at the

summative stage of the research (%)

Components of professional image

Development levels

High

Medium

Low

Motivational and value

Practical and activity

Prognostic and reflexive

Mean

26.6

33.3

Source: developed by the author

Table 4 shows that at the formative stage of the research respondents with medium and low levels of

professional image for each of the components prevail. Among future bachelor preschool teachers, the

most developed professional image is based on the motivational and value component, and the least — on

the practical and activity, as well as prognostic and reflexive one. Future bachelor preschool teachers

understand the importance of professional image in the professional career of a preschool teacher, strive

to achieve and establish professional image positions. But the obstacles in their aspirations are the absence

or insufficient level of the skills necessary for building a professional image, for carrying out a critical

analysis and assessment of the current level of the professional image and awareness of the need for the

growth of the preschool teacher’s professional image.

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Table 5.

The levels of the preschool teachers’ professional image (master’s degree) at the summative stage of the

research (%)

Components of professional image

Development levels

High

Medium

Low

Motivational and value

Practical and activity

Prognostic and reflexive

Mean

53.3

33.3

13.3

Source: developed by the author

Table 5 shows that persons with high and medium levels of professional image prevail among the future

master preschool teachers for each of its components. The most developed professional image is based

on the motivational and value component, and the least — on the prognostic and reflexive one. Future

master preschool teachers understand the importance of professional image in their professional career,

strive to achieve and establish professional image positions, and have the necessary skills for this purpose.

At the same time, it is difficult for them to critically analyse and evaluate the current level of professional

image.

The comparative data shown in Figure 1 give grounds to state that among the future master preschool

teachers, the indicators of professional image are higher compared to bachelor students.

Figure 1.

Comparative analysis of the level of the professional image of future preschool teachers (masters

and bachelors) at the summative stage of the research, %

Source: developed by the author

At the formative stage of the research, a programme for building the professional image of future preschool

teachers was developed and implemented by means of training. The aim of the programme is to adjust

the current level of the professional image of future preschool teachers. This programme consists of a

series of training sessions aimed at building/correcting the professional image of future preschool teachers.

The experimental testing of the programme was followed by a re-diagnosis of the levels of the professional

image of future preschool teachers. Tables 6, 7 provide the data on the level of the professional image of

future preschool teachers at the formative stage of the study.

High Medium Low

53,3

33,3

13,3

26,6

33,3

Masters Bachelors

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Table 6.

Levels of the professional image of future preschool teachers (bachelor qualification level) at the formative

stage of the research (%)

Components of professional image

Development levels

High

Medium

Low

Motivational and value

Practical and activity

Prognostic and reflexive

Mean

53.3

6.7

Source: developed by the author

Table 6 shows that at the formative stage of the research, respondents with high and medium levels of

professional image prevail among future bachelor preschool teachers. Among future bachelor preschool

teachers, the most developed professional image is based on the motivational and value component, and

the least — on the practical and activity, as well as prognostic and reflexive one.

This gives grounds for asserting that future bachelor preschool teachers understand the importance of

professional image in a professional career, strive to build and maintain professional image positions. At

the same time, they do not have a sufficient level of the necessary skills to build a professional image.

Future bachelor preschool teachers have difficulties in carrying out a critical analysis and assessment of

the current level of professional image and awareness of the need to improve the professional image of a

preschool teacher.

Table 7.

The levels of the professional image of future preschool teachers (master’s qualification level) at the

formative stage of the research (%)

Components of professional image

Development levels

High

Medium

Low

Motivational and value

Practical and activity

Prognostic and reflexive

Mean

Source: developed by the author

The data in Table 7 demonstrate that the vast majority of future master’s preschool teachers at the

formative stage of the study have a high level of professional image. Among the future master’s preschool

teachers, the professional image is most shaped by the motivational and value component, and the least

– by the prognostic and reflexive one. Such data give grounds for asserting that future master’s preschool

teachers understand the importance of professional image in their professional career, strive to form and

establish professional image positions, and have the necessary skills for this purpose. The main difficulty

for master’s preschool teachers is the ability to critically analyse and evaluate the current level of

professional image.

Figure 2 gives grounds to state that there are 26.7% more persons with a high level of professional image

among the future master’s preschool teachers at the formative stage of the study compared to students

with the bachelor qualification level. There were no respondents with a low level of manifestation of the

analysed indicator among master’s.

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Figure 2.

Comparative analysis of the levels of the professional image of future preschool teachers

(master’s and bachelor degrees) at the formative stage of the study, %

Source: developed by the author

Figure 3.

Comparative analysis of the level of the professional image of future bachelor preschool teachers

at the summative and formative stages of the research, %

Source: developed by the author

Figure 3 shows that an increased number of future bachelor preschool teachers with a high level of

professional image (by 26.7%), a proportional decrease of students with a low level of the analysed

indicator (by 26.7%) was recorded at the formative stage of the study.

High Medium Low

53,3

40,6

6,7

Bachelors Masters

High Medium Low

26,6

33,3

53,3

40,6

6,7

Summative stage Formative stage

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Effectiveness of Training in Building the Professional Image of Future Preschool Teachers. - Eduweb, 2024, abril-junio, v.18, n.2. / 222-237

Figure 4.

Comparative analysis of the level of the professional image of future master’s preschool teachers

at the summative and formative stages of the research, %

Source: developed by the author

Figure 4 gives grounds to summarize that there was an increase in the number of respondents with a high

level of professional image among future master’s preschool teachers (by 26.7%) at the formative stage

of the research, compared to the summative one. At the formative stage of the research, there were no

respondents with a low level of professional image. The number of master’s with a medium level of

professional image is insignificant (20% of the total number of respondents).

Discussion

The studies related to our study emphasize the importance of building the professional image of teachers

of different majors (Karimova, 2022; Kurok & Tkachenko, 2020). The authors of empirical studies state the

positive impact of training methods on the quality of professional training of preschool teachers (Havryliuk

et al., 2023; Hevko & Bytsiv, 2019). In the context of our research, the approach to distinguishing the

components of the professional image, in particular, such as: motivational and value, gnostic, personal and

reflexive, as well as practical and operating (Kurok & Tkachenko, 2020) is also worth noting. The

components of the analysed phenomenon are also distinguished within the concept of our research, which

include motivational and value, practical and activity, prognostic and reflexive. In addition to the

components, we distinguished the levels of each of the above-mentioned components: high, medium, and

low levels.

Summarizing the results of our research, we can fully agree with the positive and negative effects on the

professional image of preschool teachers identified by other researchers. Among the positive effects, the

improvement in professional competence, professional self-development should be noted (Barenthien et

al., 2020). And the main negative influence on the professional image of a preschool teacher is the

excessive enthusiasm of the pedagogical community for the commercialization of its activities (Samoylenko

et al., 2020).

The studies which are different from the our research consider the pedagogical conditions for building the

teacher’s professional image, which include ensuring the readiness of the teaching staff of HEIs to

implement the ideas of image science, creating an algorithm for building the professional image of future

teachers, introducing the category of professional image into individual educational trajectory of a future

teacher, the integration of formal education or activities with informal ones on an innovative basis, the use

of quasi-professional activities as a means of achieving success (Kurok & Tkachenko, 2020). We do not

High Medium Low

53,3

33,3

13,3

Summative stage Formative stage

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single out such pedagogical conditions, but we offer an effective methodical form aimed at building the

professional image of future preschool teachers. These are training sessions as part of the professional

training of bachelors and masters.

Our research is characterized by a systematic approach to diagnosing the current level of the professional

image of future preschool teachers and creating conditions for achieving an optimal level of professional

image.

Our study is important due to the possibility of solving different points of view existing in the scientific and

pedagogical communities of higher education institutions regarding the expediency of using training classes

to form the professional image of future preschool teachers during their professional training in a HEI.

Training sessions are more often used in the system of postgraduate education of teachers in the course

of short-term and long-term improvement of their qualifications. We propose the integration of the system

of training sessions for building the professional image of future preschool teachers into the professional

education of students of pedagogical majors in HEIs.

Limitations

The main limitations of the study are its focus on students studying to become future preschool teachers.

But the problem of building a professional image is relevant for all teachers without exception.

Recommendations

The main recommendations are to expand the research sample by covering teachers of different profiles.

Further testing of the proposed programme of professional image building by means of training in the

professional education of teachers of other profiles will also be of significant importance.

Conclusions

The research raises an urgent problem of building the professional image of future preschool teachers in

the course of their professional education. The main attention is focused on diagnosing the current and

achieved levels of the professional image of future preschool teachers according to motivational and value,

practical and activity, prognostic and reflexive components. The research established that the professional

image of future preschool teachers is most formed in the motivational and value component, and the least

– in the prognostic and reflexive component. This indicates that future preschool teachers understand the

importance of professional image in their professional career, strive to build and maintain professional

image positions, have the necessary skills for this, while being characterized by difficulties in carrying out

a critical analysis and assessment of the current level of professional image and awareness the need to

improve the professional image of a preschool teacher.

The study offers a system of training sessions for building the professional image of future preschool

teachers. The topics of the training sessions include the formation of a conscious attitude to the

professional image of a preschool teacher, understanding and adjusting its components, drawing up an

individual programme for its development, awareness of the leading influence of target audiences on the

professional image of a preschool teacher, the development of skills necessary for correcting and improving

the current level of the professional image of a preschool teacher, understanding the impact of professional

image on the results of employment and consolidation in the profession, development of skills for optimal

use of the advantages of the professional image of preschool teachers.

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The results of the study show that the use of training sessions has a positive effect on the professional

image of future preschool teachers. This is evidenced by the increased number of bachelors and masters

with a high level of professional image at the formative stage of research compared to the summative

stage.

The obtained results of the research can be used in the educational process of professional training of

future preschool teachers, in the system of postgraduate education of preschool teachers.

The experimental testing of the proposed programme of training sessions on the professional image for

professional and postgraduate education of teachers of other majors is promising.

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