Narrative approach as a tool for forming professional motivation of young teachers: A theoretical and empirical analysis

Background. This article is devoted to the urgent problem of formation and maintenance of professional motivation of young teachers in the context of dynamically changing educational paradigm and increasing demands on pedagogical activity. Introduction to the profession is often associated with the phenomena of professional burnout, adaptation stress and dissonance between idealized ideas and realities of the educational process, which determines the urgent need to develop innovative approaches to support professional development. The narrative approach is considered as a promising tool, allowing for deep reflexive understanding of individual professional experience, construction of personal meanings and formation of a stable professional identity.

Purpose. The goal is a theoretical and empirical substantiation of the potential of the narrative approach in optimizing the professional motivation of young teachers.

Materials and methods. The work used the methods of narrative interviewing, autobiographical analysis and thematic coding, which made it possible to identify key patterns of meaning-making in professional activity.

Results. The obtained results demonstrate that the use of narrative practices contributes not only to an increase in the level of professional motivation, but also to the development of self-efficacy, resilience and the ability to constructively overcome professional difficulties. The research materials are of practical value for the systems of professional education and advanced training of teaching staff, as well as for the development of mentoring programs for young specialists.