Abstract:

This paper deals with the reflection of the value orientation of beginning academic workers in their professional and academic self-concept. The main aim is to analyze how students of various doctoral programs and graduates within three years of graduation evaluate themselves as teachers and researchers and what expectations they want to achieve in their academic profession. In this respect, the research will focus on the extent to which respondents perceive doctoral studies as professional preparation and which other preparatory activities increase their self-efficacy. We intend to find out which factors affect the professional self-concept of the respondents from the cognitive, emotional and conative point of view. We will analyse the value orientation of the respondents in the context of each phase of their professional development. The theoretical part defines the key concepts needed for this research. The research part deals with the characteristics of the respondents and the factors that influence the formation of professional and academic self-concept. We choose a semi-structured interview and questionnaire for the research tool. Respondents' responses are subjected to open, axial and selective coding.

Keywords:

Academic self-concept, professional self-concept, value orientation, self-efficacy.