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Transformative value-oriented trajectory: a five-phase model of foreign language teacher professional identity development in a multicultural context
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Olga Vjatcheslavovna Printsipalova
Moscow State Institute of International Relations (MGIMO University)
Artjom Petrovitch Gulov
Moscow State Institute of International Relations (MGIMO University)
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Submitted:
March 23, 2026
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Abstract.
The research aims to develop a processual model of professional identity development for foreign language teachers, describing the dynamics of its qualitative transformation within a multicultural educational environment. The scientific novelty of the study is twofold. First, J. Mezirow’s transformative learning theory is consistently applied not to the learner, but to the teacher as a subject of professional development, which allows for the adaptation of the concepts of “disorienting dilemma” and “critical reflection” to the analysis of a pedagogical career. Second, based on this adaptation and a synthesis with cultural-historical psychology (L. S. Vygotsky, V. K. Zaretsky) and context-based learning theory (A. A. Verbitsky), an original process-dynamic model has been developed. This model describes not merely the stages, but the mechanisms and trajectories of the qualitative transformation of a foreign language teacher’s identity: (1) technical identity (focus on methodology and linguistic correctness); (2) dissonance and critical reflection (encountering disorienting dilemmas in a multicultural environment); (3) exploratory reorientation (active search for new approaches and theoretical foundations); (4) axiological integration (conscious articulation and embodiment of pedagogical values in practice); and (5) expert axiological identity (flexibility, mentorship, and transformation of the educational context). The central mechanism of transition between phases is critical reflection initiated by situations of cultural and value mismatch. The model is supplemented by a matrix of institutional contexts showing the variability of developmental trajectories. The concept of “axiological identity” is introduced as an integrative developmental outcome that ensures teacher resilience in the era of automation.
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Key words and phrases:
профессиональная идентичность
трансформативное обучение
критическая рефлексия
дезориентирующее событие
аксиологическая компетентность
professional identity
transformative learning
critical reflection
disorienting dilemma
axiological competence
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