Preventing Teacher's Professional Deformations: a Need-Based Motivational Approach

Anna V. Kandaurova; Natalia G. Milovanova

doi:10.36906/2311-4444/25-2/05

UDC

378

PREVENTING TEACHER'S PROFESSIONAL DEFORMATIONS: A NEED-BASED MOTIVATIONAL APPROACH Preventing Teacher's Professional Deformations: a Need-Based Motivational Approach

АА Аа

Published in Bulletin of Nizhnevartovsk State University · Pages 46–58 · Rubric: Pedagogical Sciences

DOI: https://doi.org/10.36906/2311-4444/25-2/05

Received: 16.03.2025 Accepted: 14.04.2025 Published: 25.06.2025 Language of publication: RUS

Authors

Anna V. Kandaurova

ORCID

Natalia G. Milovanova

ORCID

Anna V. Kandaurova

Academic degree: doctor of pedagogical sciences

Herzen Russian State Pedagogical University

ORCID

Natalia G. Milovanova

Academic degree: doctor of pedagogical sciences

Tyumen State University

ORCID

ABSTRACT

The problem of preventing teachers' professional deformations has become very relevant in today's socio-cultural context. Continuous changes in the world and society are affecting all levels of education. Socio-cultural transformations are changing the usual forms of social interaction between educational stakeholders, and the processes of digitalization and informatization are imposing new demands on teachers' professional competence. The aim of this study was to identify and justify a needs-based approach for preventing professional deformation in teachers in modern educational environments. Research methods included content analysis and theoretical analysis of psychological and educational literature. The study of the possibilities of need-motivational approaches presupposes solving several tasks, such as considering the essence of concepts like “professional deformation” and “professional destruction”, their relationship to professional development, and concepts of needs, motivation, subjectivity, and defining the role of subjective development in preventing professional deformation. The results confirm the need for teachers to develop skills in recognizing difficulties, understanding and distinguishing between professional deformations, identifying and meeting needs in an ever-changing socio-cultural environment, including continuity of professional development, increased social responsibility, and increasing complexity of tasks. It has been proved that the need-based motivational approach to preventing professional deformation contributes to the formation and development of the teacher's subjectivity, orienting them towards continuous development, promoting an understanding of their own activities and awareness of their needs for professional development, as well as forming motivation to identify personal resources and develop a professional development strategy. This position was confirmed by L.M. Mitina says that the model of adaptive behavior contributes to a teacher's ability to adapt to the conditions of the professional environment and activity, including mastering and adopting the experience of others, solving professional problems using learned algorithms, and “canonicalizing” one's own experiences according to stereotypes. However, it does not contribute to the identification of needs for professional development, which is associated with the risk of developing professional deformities. This is because the presence of a teacher in a model of adaptation limits his professional and personal resources.

KEYWORDS

professional deformations, professional destructions, need-motivational approach, professional difficulties, subjectivity, professional and personal development, teacher, need, motive, activity

1. Asmolov, A.G. (2019). Obshchaya harakteristika individual'nosti. Moskva: Nauka. 23-25. (in Russ.).

2. Beznosov, S.P. (2004). Professional'naya deformaciya lichnosti. Sankt-Petersburg: Rech'. 272 s. (in Russ.). EDN: https://elibrary.ru/QXHLNJ

3. Vodop'yanova N. E., Nosova D. A. (2013). Professional'noe vygoranie v zavisimosti ot resursorazrushayushchih koping-strategii i asub"ektnoj zhiznennoj pozicii. Psihologiya stressa i sovladayushchego povedeniya: materialy III Mezhdunarodnoj nauchno-prakticheskoj konferencii. Kostroma. Vol. 1, 86-90. (in Russ.). EDN: https://elibrary.ru/TSTYJF

4. Gellershtejn, S.G. (1983) Psihotekhnika. Pod red. V.P. Zinchenko. Istoriya sovetskoj psihologii truda: Teksty (1920–1930 gody XX veka). Moskva: MGU. 259 s. (in Russ.).

5. Druzhilov, S.A. (2010). Professional'nye deformacii kak indikatory dezadaptacii i dushevnogo neblagopoluchiya cheloveka. Sibirskij pedagogicheskij zhurnal. 6, 171-178. (in Russ.). EDN: https://elibrary.ru/PEUPOV

6. Zeer, E.F. (2003). Psihologiya professij. 2-e izd. Moskva: Akademicheskij Proekt; Ekaterinburg: Delovaya kniga. 336 s. (in Russ.). EDN: https://elibrary.ru/QXGPCR

7. Kandaurova, A.V., Milovanova, N.G., Rojtblat, O.V. (2021) Proektirovanie personificirovannoj obrazovatel'noj strategii pedagoga v usloviyah izmenenij social'nogo vzaimodejstviya: uchebno-metodicheskoe posobie dlya obrazovatel'nyh organizacij dopolnitel'nogo professional'nogo obrazovaniya. Tyumen': TOGIRRO. 164 s. (in Russ.). EDN: https://elibrary.ru/SCKIBR

8. Kandaurova, A.V. (2019). Resursnyj podhod v preodolenii pedagogami professional'nyh i povsednevnyh trudnostej. Vestnik Nizhnevartovskogo gosudarstvennogo universiteta. 4, 36-43. (in Russ.). https://doi.org/10.36906/2311-4444/19-4/06 EDN: https://elibrary.ru/GGASZA

9. Kozel, V.I. (2019). Potrebnostnyj podhod v podgotovke budushchih pedagogov k vospitatel'noj deyatel'nosti. «Vyshejshaya shkola»: navukova-metadychny і publіcystychny chasopіs. 4, 38-42. (in Russ.). http://elib.bsu.by/handle/123456789/237405 EDN: https://elibrary.ru/NPNPRC

10. Leont'ev, A.N. (1975). Deyatel'nost'. Soznanie. Lichnost'. Moskva. 304 s. (in Russ.). EDN: https://elibrary.ru/ZJUELZ

11. Mardahaev, L.V. (2001). Professional'naya deyatel'nost' i deformaciya lichnosti. Moskva. 160 s. (in Russ.). EDN: https://elibrary.ru/TYLKZF

12. Mitin, G.V., Mitina, L.M., Vostokova, Yu.I. (2023) Professional'nye deformacii pedagogov i deviacii uchashchihsya v period global'nogo krizisa: psihologicheskaya diagnostika, profilaktika, korrekciya. Psihologiya i pravo. 2(13), 183-205. (in Russ.). https://doi.org/10.17759/psylaw.2023130214 EDN: https://elibrary.ru/TJWZHK

13. Mitina, L.M. (2012). Psihologiya professional'noj deyatel'nosti pedagoga: sistemnyj lichnostno-razvivayushchij podhod. Vestnik Moskovskogo universiteta. Seriya: Pedagogicheskoe obrazovanie. 3, 48-64. (in Russ.) DOI: https://doi.org/10.51314/2073-2635-2012-3-48-64; EDN: https://elibrary.ru/PFFSAL

14. Nalchadzhyan, A.A. (2013). Frustraciya, psihologicheskaya samozashchita i harakter. Tom 1. Zashchitnye psihologicheskie mekhanizmy i ih genezis. Moskva. 96 s. (in Russ.).

15. Pryazhnikov, N.S., Polevaya, M.V., Kamneva, E.V. (2016). Paradoksy v ponimanii professional'nyh deformacij lichnosti. Vestnik finansovogo universiteta. 6, 170-177. (in Russ). EDN: https://elibrary.ru/WZQVWN

16. Sapego, E.I. (2015). Psihologicheskie indeterminanty professional'noj deformacii lichnosti pedagogov. Uchenye zapiski: elektronnyj nauchnyj zhurnal Kurskogo gosudarstvennogo universiteta. 4(36). (in Russ.)

17. Selezneva, Yu.V. (2023) Razvitie sub"ektnosti pedagoga kak profilaktika professional'nyh deformacij. Psihologiya obrazovaniya v XXI veke: teoriya i praktika. (in Russ.)

18. Slobodchikov, V.I. (2013). Psihologiya cheloveka. Vvedenie v psihologiyu sub"ektivnosti. Moskva: Izd-vo PSTGU, 127. (in Russ.). EDN: https://elibrary.ru/VRRVWB

19. Sorokin, P.A. (1994). Obshchedostupnyj uchebnik sociologii. Stat'i raznyh let. Moskva: Nauka, 1994. 560 s. (in Russ.).

20. Symanyuk, E.E., Zeer, E.F. (2005). Psihologiya professional'nyh destrukcij. Moskva: Akademicheskij proekt; Delovaya kniga. 240 s. (in Russ.).

21. H'ell L., Zigler, D.D. (2024). Teorii lichnosti. Sankt-Petersburg: Piter. 608 s. (in Russ.).

22. Chkhartishvili, Sh.N. (1967). Problema voli v psihologii. Voprosy psihologii: Problema voli v psihologii. 4, 72-82. (in Russ.).

23. Adler, A. (1964). Social interest: A challenge to mankind. New York: Capricorn. Books.

24. Langerock, H. (Jul., 1915). Professionalism: A Study in Professional Deformation. American Journal of Sociology. Vol. 21, 1, 30-44. https://doi.org/10.1086/212465

This work is licensed under Creative Commons Attribution 4.0 International

JATS XML

Editor in Chief

Sergey Gorlov

Executive editor

Liliya Ibragimova

mpro-vestnik@nvsu.ru

Executive editor

Valery Tsys

his-vestnik@nvsu.ru

Executive editor

El'vira Yumagulova

eco-vestnik@nvsu.ru

This work is licensed under Creative Commons Attribution 4.0 International Creative Commons

GOST

Kandaurova A., Milovanova N. Preventing Teacher's Professional Deformations: a Need-Based Motivational Approach // . 2025. pp. 46-58. DOI: https://doi.org/10.36906/2311-4444/25-2/05. (Date of access 19.08.2026).

MLA

Anna V. Kandaurova, Milovanova N.. "Preventing Teacher's Professional Deformations: a Need-Based Motivational Approach." (2025): 46-58. DOI: https://doi.org/10.36906/2311-4444/25-2/05.

APA

Kandaurova A., Milovanova N. (2025). Preventing Teacher's Professional Deformations: a Need-Based Motivational Approach. , 46-58. https://doi.org/10.36906/2311-4444/25-2/05

Chicago

Anna V. Kandaurova, Milovanova N.. "Preventing Teacher's Professional Deformations: a Need-Based Motivational Approach." , no. (2025): 46-58. https://doi.org/10.36906/2311-4444/25-2/05.

WIKI

{{cite journal | author = Kandaurova A., Milovanova N. | title = Preventing Teacher's Professional Deformations: a Need-Based Motivational Approach | journal = | year = 2025 | pages = 46-58 | doi = 10.36906/2311-4444/25-2/05 }}

Copy

Export: BibTeX EndNote RefMan RusMARC

PREVENTING TEACHER'S PROFESSIONAL DEFORMATIONS: A NEED-BASED MOTIVATIONAL APPROACH Preventing Teacher's Professional Deformations: a Need-Based Motivational Approach

Confirmation