REFLECTIVE WRITING AS A PROFESSIONAL IDENTITY-BUILDING PRACTICE FOR FUTURE MILITARY PERSONNEL

The purpose of this article is to highlight the critical experience of integrating the practice of reflective writing into formal English classes as a means of providing insight into the development of military cadets' professional identities. Materials and Methods. A reflexive thematic analytic approach was used. The study was based on the results of reflective writing of 43 cadets (students) of the Military Institute of Telecommunication and Information Technologies, who are in their fifth year of study. Results and Discussions. Most of the reflections focus on self-perception, which is found in 86% of the works. In their reflective writing, cadets view their development as a growth in personality rather than a growth in skills and abilities. Reflections on taking responsibility are found in 77% of the written works. Self-esteem as a component of professional identity is found in 64% of the works. Reflections on work motivation are found in 16% of the works. Reflections on future prospects are found in 8% of the works. Most reflective writing (83%) is characterized by a superficial descriptive approach; stereotypical and conformist presentation; avoiding describing the dilemma or problem; disregarding emotions; failing to analyse or reflect. The results may indicate 1) a lack of reflective capacity among military personnel; 2) psychological discomfort associated with restrictions on free expression that turn reflective writing into a test of conforming to institutional requirements. Conclusions. It is necessary to create a clearer methodological basis for introducing the practice of reflective writing into the curriculum of military institutions. This is essential to develop reflective skills in military personnel and to find alternative means and tools to facilitate cadets' reflection, at least on their professional identity.