Socio-professional identity of additional education teachers: professional and contextual analysis

Background. The socio-professional identity of teachers, including in the system of additional education, is of great importance for teachers to fulfill the social functions of this system as an important part of the social institution of education. The purpose of this article is to identify the main determinants of the socio-professional identity of teachers in the system of additional education for children and to characterize the conditions conducive to the formation and development of this socioprofessional identity. Materials and methods. The realization of research objectives was achieved on the basis of a comparative analysis of the concepts of "socio-professional identity of teachers", which are derived by different authors. and a secondary analysis of the results of research on this identity in the Russian scientific literature. The methodological potential includes an analysis of the evolution of the views of representatives of classical science, from E. Durkheim and M. Weber, to modern Russian sociologists who have studied various aspects of the problem under study (G.A. Cherednichenko, V.N. Shubkin, V.A. Yadov, V.E. Kamanina, Ya.S. Rocheva, O.A. Nor-Arevyan, A.M. Shapovalova, N.A. Perinskaya). In addition, an interdisciplinary approach was used, from the standpoint of which the theoretical results of the study of the socio-professional identity of teachers in modern branches of psychology and pedagogy were considered and analyzed. Results. As a result, the author's interpretation of the concept of "socio-professional identity of additional education teachers" has been developed, taking into account the contextual conditions of professional interaction. The contextual conditions and features of the formation of the socio-professional identity of teachers of additional children's education are revealed. Conclusions. Based on the results obtained, it is concluded what conditions contribute to the formation and development of the socio-professional identity of additional education teachers. This means a high level of responsibility for the results of one's work and for the social outcome of learning, adaptation to new technologies and working methods, understanding the value of one's work, and the ability and willingness to effectively interact with students' parents based on partnerships.