The modern context of national teacher education is influenced by the social, economic and political changes occurring in the country. It is associated with the technologization, standardization and informatization of the school education, which requires the use of new approaches to training teachers. The problem of professional identity formation deserves special attention. The purpose of this research is to develop, substantiate and test the professional identity formation model of graduates in Pedagogy. The leading methods of the problem investigation are theoretical (analysis of the subject of the study on the basis of acmeological, psychological and pedagogical literature research, modelling) and empirical ones (study and generalization of innovative pedagogical experience, interviewing, experiment). In the course of this research the stages of formation of professional identity of graduates in Pedagogy were determined and the model of their professional identity formation was developed and tested. It consists of the following components: 1) prognostic-purposive component (ability to plan one's trajectory in professional development, to specify its objectives); 2) cognitive component (knowledge of history, basic ideas, concepts, understanding one's attitude to it); 3) value-motivational component (confidence in the career choice, interest in the profession, ability and desire to work in it); 4) emotional component (love for children, sense of delicacy, involvement, tolerance); 5) activity and constructive component (learning experience, participation in research activities, volunteerism, participation in public projects). The results of the research can be used in the implementation of Master programs in Pedagogy. (C) 2018 Published by Future Academy
