RELATIONSHIP BETWEEN THE AGE DYNAMICS OF STUDENT EXPECTATIONS AND THE PROFESSIONAL SELF-IMAGE OF THE PHILOSOPHY AND CIVIC EDUCATION TEACHER – AN AUTHOR’S FUNCTIONAL MODEL
Keywords:
Professional self-concept, Philosophy and Civic Education, professional identity, pedagogical reflection, students’ expectationsAbstract
The primary purpose of this study is to present an original functional author’s model of the "Professional Self-Image" of the Philosophy and Civic Education (PCE) teacher. The research aims to analyze the complex structure of professional identity, defined not as a static entity but as a dynamic, self-organizing system constructed through the interaction between the teacher’s personal self-concept and the external validation provided by students. The methodology of the study is grounded in the theoretical framework of the reflexive dynamic between the "real self" and the "reflected self" (drawing on Cooley and Mead), combined with empirical verification through survey instruments. The study investigates the causal link between the age dynamics of students’ expectations and the teacher’s professional adaptation. The results reveal that student expectations undergo a significant transformation during high school education (grades 8–12). The data identifies two distinct phases: an "emotional phase" (grades 8–10), where students project expectations for emotional support, fairness, and accessibility, and a "pragmatic phase" (grades 11–12), where the focus shifts toward a demand for expert competence, ambition, and a model for social success. The conclusions suggest that the professional construct is legitimized only at the intersection of subjective self-evaluation and external verification. Therefore, the effectiveness of pedagogical interaction is a function of the synchronization between the teacher's self-assessment and the changing attitudes of the class. Based on these findings, the paper recommends that PCE teachers develop an "adaptive identity"—the capacity to model their behavior and teaching methods according to the evolving needs of the audience without losing their authenticity. The proposed model serves as a practical matrix for diagnostics and self-improvement, emphasizing the transition from a traditional lecturer to a mentor and facilitator who successfully manages group dynamics and inspires students through digital and moral flexibility.
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