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The present study is a part of the Latvian-Russian research on teacher professional identity. The study is focused on the structural components of teacher professional identity that relate to teachers’ understanding of professionalism: Professional Knowledge and Skills, Professional Roles, Professional Attitude to Work. In the international survey carried out in 2017 (N = 433) the questionnaire “Professional Identity of School Teacher” was used. The obtained data were subjected to statistical processing (average score, dispersion, coefficient of variation, mode, Mann-Whitney criterion indicator, Spearman correlation coefficient were calculated). The data of the two samples (Latvian – Russian) and of the four subgroups (urban – rural teachers) were compared. The aim of the article is to study the modern school teachers’ understanding of the content of the concept “professionalism” and reveal differences in views and professional intentions of urban and rural teachers from two national samples. The analysis shows that compared with urban colleagues, rural teachers have closer contacts with students and are more involved in the educational process. At the same time, it is more difficult for them to present their achievements and experience to the teaching community; besides, they have problems with research activities. The difference between the national samples in the degree of the involvement in the educational process and interaction with students’ families in this process is revealed.

Professionalism as Viewed by Urban and Rural Teachers in Latvia and Russia:Analysis of Structural Components of Teacher Professional Identity