Anthropological Approach to Project Activities for the Professional Identity Formation of a Teacher in a Bilingual Environment
Baigunakova A.S. Joldasbekova B.U. Begaliyeva S.B. Yanrong G.
2025Siberian Federal University
Journal of Siberian Federal University - Humanities and Social Sciences
2025#18Issue 91718 - 1731 pp.
The article explores the anthropological approach to project-based activity as a means of forming the professional identity of future teachers in a bilingual educational environment. The study is grounded in an interdisciplinary methodology that integrates principles of pedagogical anthropology, activity-based and competence-based approaches. The theoretical section highlights the importance of cultural, linguistic, and social factors in the development of pedagogical personality. The empirical part presents a case study implemented with students majoring in philology. This comprised project work using digital tools, gamification, and bilingual texts. The results demonstrate positive dynamics in students’ reflection, professional self-determination, and engagement in the educational process. The findings confirm the effectiveness of project-based activity within an anthropological framework as a tool for shaping teacher’s identity in a multilingual and culturally hybrid educational space.
anthropological approach , bilingual environment , cultural hybridity , digital tools , professional self-determination , project-based activity , teacher identity
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Al-Farabi Kazakh National University, Almaty, Kazakhstan
Zhejiang Yuexiu University of Foreign Languages, Shaoxing, China
Al-Farabi Kazakh National University
Zhejiang Yuexiu University of Foreign Languages
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