EMPIRICAL STUDY OF THE CHARACTERISTICS OF PROFESSIONAL SELF-AWARENESS AMONG PRE-SERVICE SPECIAL EDUCATORS

Abstract

This article presents the results of an empirical study examining professional self-awareness among higher-education students in special education. The development of self-awareness is shaped by interrelated psychological and pedagogical factors that directly influence professional maturity and effectiveness in remedial and developmental practice. Training within Faculties of Special and Inclusive Education forms the foundation of professional competence, enabling future specialists to work effectively with children with special educational needs and to support their successful social integration. Analysis of professional identity statuses showed that the largest share of students are in moratorium, i.e., experiencing a crisis of professional identity and actively seeking its resolution. The pseudo-identity status was least prevalent and is characterized by detachment from one’s own identity and professional roles. A small number of students exhibited a negative pattern dominated by external negative motivation, suggesting a choice of profession under external pressure or fear of failure. Findings on types and structure of professional self-awareness indicate heterogeneity in professional formation. The motivational-value and emotional components were the most developed, whereas the operational component—reflecting insufficient confidence in practical skills—was least developed, underscoring the need to strengthen the practice-oriented component of professional training. The study highlights the role of altruistic traits and intrinsic motivation in forming professional self-identity among special educators. Creating an educational climate of trust, mutual respect, and constructive support during university studies is identified as a priority for fostering professional self-awareness, which encompasses self-knowledge, self-understanding, and professional reflection.