FORMATION OF TEACHER PERSONALITY IN THE PROCESS OF PROFESSIONAL SOCIALIZATION AND SELF-REFLECTION

Mutalibov Diyorjon G’oyibnazar ugli

Authors

Mutalibov Diyorjon G’oyibnazar ugli Namangan State Pedagogical Institute Master’s student in “Theory and History of Pedagogy”

Keywords:

Teacher identity, professional socialization, self-reflection, pedagogical development, reflective practice, socio-cultural learning, teacher formation, professional competence, educational psychology, adaptive expertise.

Abstract

The present study explores the intricate processes underlying the formation of a teacher’s personality within the dual dimensions of professional socialization and self-reflective cognition. In contemporary pedagogical theory, the development of teacher identity is recognized as a multifaceted phenomenon influenced by socio-cultural, institutional, and individual psychological factors. Professional socialization is conceptualized not merely as the acquisition of occupational skills but as an ongoing process of internalizing educational norms, ethical values, and collaborative competencies that collectively shape the teacher’s professional persona.

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