THE PROFESSIONAL IDENTITY CONSTRUCTION OF THE BEGINNING TEACHERS IN HIGHER EDUCATION

The article focuses on the beginning teachers in higher education and their professional identity construction. Used methodology is oriented on the significant features of the teacher's personality which are conducted by the teacher's perception. The aim of the research is to analyse the future teachers at universities. The qualitative methodology design was conceived in the lines with the aims of the research and it was used and analysed narrative interviews (Creswell, 2009) of the teachers (n=30). The research deals with the changes in future teachers' self-concept and progress of their self-development during the study on the university. Henceforth, their point of view offers a new way, how to improve current situation at universities and how flexibly react to the progressive social pressure of the changes, which influence the construction of the teacher's complexity. The findings are indicating university teachers' development phases. Thus, the conclusions describe current opportunities and strategies on how to deal with conceptual identity changes in earlier stages of the beginning teachers. (C) 2019 Published by Future Academy w.FutureAcademy.org.UK