The topicality of the problem under research is predetermined by the need of psychology and pedagogy for the study of the process of professional identity crisis experience by teachers and development of a system of measures for support of teachers’ pedagogical activity and professional development. The objective of the study is to describe the content of the process of professional identity crisis experience by teachers. The principal method of study of this problem is the phenomenological method, which provides for exploration of the main aspects of the experience process. The results of phenomenological method application for the analysis of professional crisis experience make it possible to state that the professional crisis issue is a specific life situation for labourer where in the alteration of the teacher’s general view of life occurs. The experience of professional identity crisis manifests itself in the polarization of evaluations of the main parameters of the professional and the Self-image (the external activity evaluation, interest in the activity, the control over professional activity and professional situations, professional prospects). Transformation of the notional field of a teacher’s consciousness and reflection (the content of the activity, relation and the proper behaviour in general) are distinguished as the mechanisms of professional crisis experience. The materials of the article may be useful for teachers, psychologists, and heads of educational institutions in the process of planning and implementation of activities on educational process psychological support.

Asmolov, А. G. (1990). Psychology of personality. Moscow: Smysl, 448 p.

Dukes, S. (1984). Phenomenological methodology in the human sciences. Journal of Religion and Health, 23(3), 107-203.

Dukhnovsky, S. V. (2005). The experience of interpersonal relationships disharmony. Kurgan: Kurgan State University, 175 p.

Fakhrutdinova, L. R. (2012). Structural and dynamic organization of a subject’s experience: PhD Abstract. Kazan: Kazan Federal University, 42 p.

Giorgi, A. & Giorgi, B. (2003). The descriptive phenomenological psychological method. Journal of Phenomenological Psychology, 43(1), 3-12.

Leontiev, А. N. (1981). The problems of psychics development. Moscow: Moscow State University, 584 p.

Rubinshtein, S. L. (1998). Foundations of general psychology. Saint-Petersburg: Piter, 688 p.

Sadovnikova, N. О. (2009). Value and sense peculiarities of the non-normative crisis of professional carrier. The education and science journal, 6(2), 89-97.

Sadovnikova, N. О. (2014). Managing the professional development barriers by teachers: activity approach. Sovremennye problemy nauki i obrazovaniya, 5, 659-667.

Symanyuk, E. E. & Devyatovskaya, I. V. (2015). Continuous education as a resource of psychological barriers negotiation in the process of aprofessional identity crisis. The education and science journal, 1(1), 80-92.

Ulanovsky, А. М. (2012). Phenomenological psychology: qualitative research and work with experiences. Moscow: Smysl, 255p.

Varela, F. J. & Shear, J. (1999). First-person methodologies: why, what, and how. Journal of Consciousness Studies. Direct access: http://www.imprint.co.uk/pdf/VFW_introduc.pdf

Vasilyuk, F. Ye. (1984). Psychology of experience: Analysis of critical situations management. Moscow: Moscow State University, 200p.

Vygotsky, L. S. (2001). Lectures on paedology. Izhevsk: Udmurt University, 303 p.