Abstract: the problem of professional identity is an important part of the preparation of bachelor’s and master’s degrees in higher education in the entire global space of the pedagogical community. Understanding and perception of yourself and your place in the profession determines the level of success in future activities. The authors came to the conclusion that professional identification is a process, which means it is constantly changing. And professional identity is a property of an individual that has less dynamic characteristics, it is static at a certain stage. And only the transition to the next level of professional development allows you to transform the structure of professional self-perception and identification. The structure of the studied phenomenon includes subjective and objective factors of development. Under the subjective authors understand the satisfaction with their status and professional image. The process of identification is influenced by individual apperception as the dependence of self-perception on personal experience.

By objective factors, the authors understand the projection of the opinions of the professional community and the subject of activity; success and effectiveness of the activity itself. If we study psychologists, then the client or student, his parents and the administration of the educational institution where the specialist works. The study of professional identification within each profession has significant differences and differs from professional identity in its focus, composition, procedural. The authors have empirically proved that strictly formalized and poorly formalized methods are effective tools for psychological and pedagogical diagnostics. It is reasonable to use the method of conversation, interview, observation, projective techniques and brainstorming to identify the level of development of professional identity. Statistical processing of the data allows us to talk about the reliability of the study.

The results of this study will be useful for practical psychologists and teachers, as well as heads of educational institutions.

Keywords: adaptability, work function, psychological security, need for affiliation, apperception, brainstorming, professional identity, professional identification, equivalence rate, pedagogical conditions, personality, self-development, self-knowledge, professional success, success, efficiency, job satisfaction, psychologist in an educational institution, development, diagnosis