ROLE POSITIONS OF THE TEACHER AS A FACTOR OF FORMATION OF PROFESSIONAL IDENTITY OF FUTURE DOCTORS

The article reveals the influence of the role positions of "mature personality", "qualified specialist", "coach (effective student)", chosen by the teacher-doctor in cooperation with medical students, on the formation of their personal-professional (metaprofessional), professional and educational professional identity. It is stated that professional identity is a stabilizer of personal, professional, developmental educational and professional orientation of the future specialist, is a mental source of building the image of the ideal self. It is noted that in the motivational aspect and improvement of certain own professionally important characteristics and competencies, attempts to meet the socialization norms and modern requirements of the professional community, to which he a priori belongs. The formation of the student's identity in the educational institution occurs in the processes of identification of the teacher as a reference person, self-identification through imitation of his important traits and role positions, reflection of the teacher's assessments of his role manifestations. It is shown that the actualization by the teacher of certain role positions in interaction with students gives them the opportunity to self-identify as individuals, future medical professionals, effective students through the vicar's mastery of specific practical actions. Facilitation support by the teacher of students' actualization of relevant role positions promotes self-affirmation of their respective identities. It is established that in the situation of students' interaction with the teacher two groups of processes are actualized, which determine the formation of their identity: the first - self-determined - is realized as self-determination and self-construction on the basis of observation of the teacher as a model. his role manifestations on the part of the teacher, who facilitates and mentally consolidates his self-identification image. It is determined that the pedagogical essence of the teacher's role positions corresponds to modern pedagogical approaches that are implemented in the training of future medical professionals: the role of "mature personality" - personal approach, "specialist" - competence, "effective student" - student-centered.