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

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.