Професійна ідентичність педагога-хореографа в теоретичному і практичному дискурсі США

Abstract

Резюме. У статті висвітлюються різні аспекти проблеми формування та розвитку професійної ідентичності майбутніх педагогів-хореографів в науковому освітньомистецькому дискурсі США. Здійснено теоретичний аналіз наукових праць американських дослідників щодо обґрунтування концепту «ідентичність / професійна ідентичність» у психологічному, педагогічному, соціологічному та мистецькому контекстах. Висвітлено різні теорії та концепції осмислення професійної ідентичності та багатоманітності її проявів на різних етапах і рівнях розвитку особистості педагога-хореографа.

Abstract. The article highlights various aspects of the formation and development of professional identity of future dance educators within the academic, educational, and artistic discourse of the United States. A theoretical analysis of American research is carried out regarding the concept of «identity / professional identity» in psychological, pedagogical, sociological, and artistic contexts. Different theories and concepts of understanding professional identity and the diversity of its manifestations at different stages and levels of the dance educator’s development are presented. Three levels of factors (micro, meso, and macro) influencing the formation and development of professional identity are identified. It is noted that the professionalization of dance-pedagogical education in the U.S. is based on modern educational and professional standards, practice-oriented programs, and the integration of theoretical knowledge with practical skills. It is established that the development of professional identity occurs in the context of comprehensive, continuous training of future dance educators. The priority directions of such training include: focus on holistic personal development, integrated content of training, formation of professional identity, advanced training, and development within professional communities. Practical models of training dance educators at leading U.S. universities are analyzed, with particular attention to the integration of pedagogical, creative, and research components. Emphasis is placed on the influence of cultural environment, educational programs, and professional communities on professional selfdetermination and development. The importance of reflection, creative self-realization, and interdisciplinary practices for constructing the identity of the dance educator is highlighted. The findings suggest that U.S. experience can serve as a guideline for improving professional training of dance educators in Ukraine.