The article highlights modern understanding of subjectivity in primary school teachers and pupils in the theoretical and methodological discourse of the post-Soviet space. It proves that school education functions and develops, on the one hand, according to its traditional laws and regularities, and on the other hand, it represents the pedagogical system, in the centre of which there are people, namely, teachers and pupils. The article refutes an assumption that the personality of the teacher is at the centre of the educational system, and their professional self-realization as a subject of pedagogical activity is aimed at their social, intellectual and activity development. It’s proved that the synergy of self-motivation and subjectivity development is inseparable from the development of a similar mental phenomenon in pupils and is the main content characteristic of teacher’s activity. The essential feature by which the teacher distinguishes and affirms themselves in the space of individual, professional and historical being is their professional subjectivity, that is, self-determination and self-regulation of themselves as a subject of behavior, not only within the framework of pedagogical communication and interaction. The article summarizes innovative ideas about the tasks, roles, indicators of readiness of future teachers, which synergistically develop both their and pupils’ subjectivity. Also, it outlines the prospects for further research, which lie in the theoretical and methodological development of new educational conditions for initiating the subjectivity of the actors in the educational process.
Professional subjectivity of primary school teachers in the article considered as a system of psychological and pedagogical phenomenon, which is defined as the integral of their professional qualities. It is formed during the preparation of vocational training in pedagogical university, which not only determines the ratio of teachers to pedagogical activity, and forms his subjective position and stimulates the activity of this activity, which ultimately directly affects the success of pedagogical activity of teachers in primary school. Stressed that pedagogical modeling - a method of creating and learning pedagogical models, ie, a reflection of the basic characteristics of certain pedagogical systems (process, phenomenon) in a specially designed facility - in the pedagogical model in the form of mental representations or material implementation of the educational process (phenomenon), which adequately reflects the studied object of pedagogical reality, in this article - the process of formation of professional subjectivity of future teachers primary school. Bring that teacher modeling of the process of formation of professional subjectivity of future elementary school teachers allows to prove logical, informative and methodical sequence of its formation due to the linkages between the main components of their training and to give the subject-activity character. It was emphasized that targeted its formation helps the subject-activity model, which justified taking into account the basic methodological principles of pedagogical modeling and is purposefully and methodological, substantive, methodically-prakseologichnogo, assessment and effective and subject-subject components.
The article formulates theoretical and methodological conditions for developing subjectivity in future primary school teachers in Ukraine. Therefore, it analyzes the Ukrainian experience of teacher training for primary school, as well as the aspects of the primary school teachers’ subjectivity in relevant scientific discourse. Besides, the article contains theoretical generalizations on the issue in question. Research methods include induction and generalization, prognostic methods in combination with modelling of principles of the educational process and sociological methods (used to identify students’ motivation towards teaching). The article proves that Ukraine as “a young democracy” must consider new conditions associated with significant socio-cultural, socio-economic and other changes in the society. It is so because they determine new requirements for the professional training of future primary school teachers. On the other hand, the analysis of relevant literary sources indicates insufficient attention to psychological, methodological, social and other aspects of teacher’s subjectivity. The authors of the article offer the updated definitions of key concepts on the development of teacher’s subjectivity. Also, they summarize theoretical and methodological principles of primary school teachers’ subjectivity in Ukraine and justify the new educational conditions for developing such subjectivity. The novelty of the research lies in its addressing the issue of developing subjectivity in future primary school teachers under the realities of Ukrainian education, which is still on the path of development.
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