Humanities teachers in Russian universities: the crisis of the professional group or adaptation to the "new normality"?

The article examines the characteristics of the professional identity of humanitarian teachers working in Russian universities, the peculiarities of their behavior in the context of global and national changes in higher education. The strengthening of the unstable position of the professional group "university teacher of social and humanitarian profile" led the authors to the need for a new large-scale study, which was based on the theory of professional identity, social adaptation, as well as on the author's empirical research carried out ten years ago. The traditional appointment of university teachers associated with the roles of a teacher, scientist, educator, mentor in modern conditions has come into conflict with the functions of providing and promoting educational services dictated by the inclusion of higher education in market relations. The purpose of our work is aimed at identifying the resulting indicators of values and behavior of university humanities teachers, establishing the nature of their professional identity. Functional-role, axiological and communicative approaches were used in the study, which made it possible to link new social, cultural, and political processes with the implementation of the functions and roles of teachers of the humanities. Based on the author's definition of the professional identity of university teachers, including the awareness and living of the subjects of their involvement in the group, readiness to implement the qualities and behaviors demanded by the university-employer, the authors analyzed the empirical data of an interregional sociological survey and came to scientific conclusions within the framework of the goal. The resulting indicators of values and behavior of humanities teachers working in Russian universities indicate that in their group consciousness there was a reassessment of the functions performed, which led to professional re-identification: a gradual departure from the role of "university intelligentsia" and the development of the role of "intellectuals", for whom the main quality is the development of professionalism and its advantageous offer. The traditional and previously sought-after qualities of teachers of the humanities cycle - intelligence, citizenship, social activity, mentoring, justice - are being pushed to the periphery of the consciousness of teachers of the socio-humanitarian cycle of the Russian higher school.