Relevance of the studied problem is that the nature of interrelation between an index of an egocentrism and characteristics of identity isn't studied. Secondly, special trainings of decentration for students - future teachers are not developed. The article is directed to study the structure of the first-third year students’ identity, connection between an index of egocentrism and characteristics of identity. The leading method of research of this problem is projective methods (Kuna-Makpartlend's method "Who I am?», the projective test of egocentric associations), allowing to reveal the levels of an egocentrism and structure of identity. On the basis of theoretical research the place of identity, an egocentrism in structure of identity is revealed. In the article comparative research results of the personal identity structure of the first-third year students - future teachers are given. During empirical research differences in structure of identification characteristics of students of different courses are revealed. The conducted research allowed to reveal a number of contradictions in structure of identity, in manifestations of egocentrism of the modern student. These contradictions should be considered at the organization of educational process. The connection between an index of an egocentrism and characteristics of identity was found. According to a study results the program of the psychological and pedagogical practical work aimed at the development of role flexibility, ability to self-control was developed. Approbation results of this practical work were generalized. Materials of article can be useful for development of psychological and pedagogical practical trainings, because ability to flexibly react, to consider positions of other people is very important competence for many professions.

Ageev, B. C. (1990). Intergroup interaction: social and psychological problems. Moscow, MSU.
Amiot, C. E., de la Sablonnière, R, Terry, D.J., Smith, J.R. (2007). Integration of Social Identities in the Self: Toward a Cognitive-Developmental Model in Personality and Social Psychology Review, 4.
Breakwell, G. M. (1986). Coping with threatened identities. New York, Mithuen.
Erikson, E. (1968). Identity. Youth and Crisis. New York, Atheneum.
Freud, S. (1961). The Future of one Illusion. New York, Atheneum.
Giddens, A. (1991). Modernity and Self-Identity. Stanford. 
Kamalova, L. A. &  Ul’yanitskaya, T.V. (2014) The Study of The Pedagogical Values of The Future Elementary School Teachers. Life Science Journal, 11(10s), 522-526. 
Kavun, L. V. (2012) Decentration as the psychological mechanism of development of tolerance of the personality (on the example of students of higher education institution) (Unpublished master’s thesis) of University of Novosibirsk, Novosibirsk, Russia. //http://nauka-pedagogika.com. 
Masalimova, A. R. Zakirova, V. G., Chernova Y. A., Drovnikov, A. S.,  Shaidullina, A. R. & Sakhieva, R. G. (2014). Structure and content of Mentors psychological and pedagogical training curriculum. Life Science Journal, 14(11s), 381-386.
Mukhina B. S. (2015, February 23).  Age psychology. Development phenomenology. http://www .gumer.info/ bibliotek_Buks/Psihol/muhina/02.php
Pashukova, T. I. (2001). Egocentrism: phenomenology, regularities of formation and correction. Kirovograd, K: Central Ukrainian publishing house.
Piaget, J. (1969). Intelligence psychology. Moscow, Education.
Tajfel, H., & Turner, J.C. (1986). The social identity theory of intergroup behavior in Psychology of intergroup relations. Chicago,Ch: Nelson-Hall.