The article presents experience of structuring and description of teachers' position in the process of forming socio-cultural identity of the person, detailed in regard to the process of formation of one of the subtypes of socio-cultural identity-Russian civil identity. We identified and described real subjective, nominally subjective and non-subjective positions. Based on the author's vision of the essence of socio-cultural identity of the person, its relationship to personal and ego-identity, it is argued that educational organizations, teachers can play a significant role in shaping socio-cultural identity, and development of personal identity can be effectively accompanied. As invariant characteristics defining the teacher's position as the subject of the formation of pupils' socio-cultural identity we considered: level of information skills; importance of the teacher for students and/or "support" on the other significance; taking into account personal experience of pupils, their formed attitudes and preferences, referents' influences on choices and self-determination; ability of the teacher to organize students' activities and stimulate certain attitudinal reactions; the teacher' reflection of his/her own characteristics of socio-cultural identity. For detailed descriptions, definitions of variant traits we considered the teacher's position as the subject of forming the Russian civil identity and illustrated it with the results of empirical research conducted on the basis of schools in Voronezh and the Anninskiy district of the region, Voronezh State Pedagogical University.
This study identifies and characterizes the features of the development of professional subjectivity of a future teacher in higher education. The research methodology is based on systemic and interdisciplinary approaches to education, poly-subject, object-subject, and environmental approaches. The author used theoretical methods (analysis, concretization and systematization of the characteristics of the teacher's subjectivity as a teacher in the indicated projections) and empirical methods (observation; focus groups with students of a pedagogical university studying at different levels and at different courses; methodology “I and others” by I. Nikolaeva). The study involved teachers of the Department of Social Pedagogy and students (n=52) of the Voronezh State Pedagogical University. It found that one of the leading differences in the subjective position of a teacher as educator is the need to integrate personal and professional subjectivity. This relies on coordination, and subsequently harmonizes individually significant and accepted value attitudes, cultural and subcultural preferences, norms and requirements. An attempt is made to analyze the projections of the teacher as an educator: into the socio-pedagogical environment - the educator as a sociocultural role and status; into a professional environment - as a separate professional function; into a personal environment - as a personal and professional attitude and position, which made it possible to clarify the peculiarities of the formation of professional subjectivity in the context of the development of the selected projections by the future teacher as an educator. The results confirm the need to work with the reference area of students as a condition for the success of professional education at the university, complementing the experience of solving the problems of self-education and education by a future teacher.
Цель статьи -выделить и описать особенности формирования будущего педагога как креативного субъекта, учитывая специфику этапа его профессионального становления в системе непрерывного педагогического образования. Методологию исследования составили онтологический, личностно-ориентированный, системный и субъектный подходы. В статье отмечено, что креативность как проявление субъектности может актуализироваться, либо существовать в виде потенции (творческий потенциал субъекта), либо приобретать латентные формы (в период невостребованности). Подчеркивается, что поддержание креативности как сущностной характеристики и функции личности и субъекта -одна из задач системы непрерывного педагогического образования, прежде всего, на этапе допрофессиональной и профессиональной подготовки. Обосновывается вывод о том, что формирование креативной субъектности должно опираться на научно обоснованные представления о генезисе творчества как сущностной характеристики личности; о наличии прямой зависимости между развитием креативности и формированием опыта; о мере включения будущего педагога в широкий спектр видов и направлений деятельности.Ключевые слова: система непрерывного образования, будущий педагог, творчество, креативная субъектность.
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