Forming Professional Congruence in Future Teachers: An Integrative Project-Based Pedagogical Model
Abstract
The article examines professional congruence as an integrative quality of future teachers and proposes a project-based pedagogical model for its purposeful formation. Unlike an approach that treats congruence only as correspondence between inner experience and external behavior, the study considers it through interconnected communicative, emotional-regulatory, behavioral, and reflective components. The methodological framework combines project tasks, pedagogical cases, role-playing, reflective journals, psychological training, observation, questionnaires, and video analysis. The study argues that project activity is particularly valuable because it places pre-service teachers in situations that require them to coordinate personal position, verbal expression, emotional response, and professional action. The reported experimental results indicate positive dynamics in communicative congruence, emotional regulation, behavioral coherence, communicative confidence, and reflective analysis. On this basis, a staged model is proposed for diagnosing, developing, practicing, reflecting on, and assessing professional congruence. The model may be used to strengthen practice-oriented teacher education and to support the formation of an authentic professional identity.
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References
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